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This systematization aims to bring to light the teaching experience using actual data in problem-solving for the students to develop skills related to literacy and statistical thinking. One aspect to consider for the design of this didactic strategy was the COVID-19 pandemic context because all courses were to be taught 100% in a virtual modality. The didactic experience begins with the application of an online questionnaire addressed to the students of introductory Statistics courses. These courses are part of the many study programs offered at Universidad de Costa Rica. From the data collected online and data published by the Ministry of Health related to the COVID virus, various learning guides were generated focused on the basic concepts of descriptive statistics. Among the main results is the importance of technological mediation to achieve literacy and statistical thinking, focusing on aspects related to data quality, its summarization, and interpretation. Additionally, the students managed to go beyond statistical calculation since they established substantive conclusions related to their discipline. La presente sistematización tiene como finalidad exponer la experiencia docente utilizando datos reales en la resolución de problemas para desarrollar en el estudiantado habilidades relacionadas con la alfabetización y el pensamiento estadístico. Un aspecto por considerar, para el diseño de la estrategia didáctica, fue el contexto de la pandemia del virus responsable de la COVID, debido al traslado de los cursos a la modalidad 100% virtual. La experiencia didáctica inicia con la aplicación de un cuestionario en línea dirigido al estudiantado de cursos introductorios de Estadística de varias de las carreras de la Universidad de Costa Rica, donde a partir del conjunto de datos recolectados en línea y datos publicados por el Ministerio de Salud relacionados con el virus de la COVID se generaron diversas guías de aprendizaje enfocadas a los conceptos básicos de estadística descriptiva. Entre los principales resultados, se encontró la importancia que tiene la mediación tecnológica para lograr la alfabetización y el pensamiento estadístico enfocándose en aspectos relacionados con la calidad de los datos, su resumen e interpretación. Adicionalmente, el estudiantado logró ir más allá del cálculo estadístico, ya que estableció conclusiones de fondo relacionadas con su disciplina. O objetivo desta sistematização é apresentar a experiência de ensino utilizando dados reais na resolução de problemas para desenvolver as habilidades dos estudantes relacionadas à alfabetização e ao pensamento estatístico. Um aspecto a considerar para o desenho da estratégia didática foi o contexto da pandemia do vírus responsável pela COVID, devido à transferência dos cursos para a modalidade 100% virtual. A experiência didática começou com a aplicação de um questionário online destinado aos estudantes de cursos introdutórios de estatística de várias carreiras na Universidade da Costa Rica, onde a partir do conjunto de dados coletados online e dados publicados pelo Ministério da Saúde relacionados ao vírus COVID, foram gerados vários guias de aprendizagem focados nos conceitos básicos da estatística descritiva. Entre os principais resultados, encontramos a importância da mediação tecnológica para alcançar a alfabetização e o pensamento estatístico, focalizando aspectos relacionados à qualidade dos dados, resumo e interpretação dos dados. Além disso, os estudantes foram capazes de ir além do cálculo estatístico, pois tiraram conclusões substantivas relacionadas à sua disciplina.

Resumen (Objetivo) El presente estudio tiene como propósito analizar si las preguntas relacionadas con el concepto de variabilidad que se presentan en los textos escolares de enseñanza secundaria en Chile permiten alfabetizar y pensar estadísticamente a los estudiantes del sistema escolar. (Metodología) Para tal efecto se hizo uso de un enfoque cualitativo mediante un análisis de contenido de los libros de textos de enseñanza secundaria publicados en los años 2016-2018-2020 y 2021. Las unidades de análisis fueron seleccionadas mediante un muestreo no probabilístico del tipo intencionado. (Resultados) Entre los hallazgos más relevantes se puede señalar que gran parte de las preguntas de los libros de texto analizados hacen uso de pronombres interrogativos qué y cuál. En estos casos, la interrogante se asocia a interpelaciones de bajo nivel cognitivo destinadas esencialmente al cálculo de estadígrafos de variabilidad, sin hacer uso de herramientas tecnología. Por el contrario, las preguntas afines a niveles cognitivos superiores como leer, analizar y tomar decisiones evidencian baja representatividad dentro de los casos observados. El concepto variabilidad se relaciona de manera fundamental con la noción de dispersión, lo cual ha sido cuestionado por investigadores de habla inglesa. (Conclusiones) En síntesis, los resultados sugieren que es recomendable que los profesores del sistema escolar orienten, reformulen y diseñen preguntas afines al concepto de variabilidad tomando como base las preguntas clasificadas en categorías superiores tales como análisis, argumentación y evaluación de manera que el estudiantado desarrolle una alfabetización y pensamiento estadístico. Abstract (Objective) The purpose of this study is to analyze whether the questions related to the concept of variability that are presented in secondary school textbooks in Chile, contribute to the development of statistics literacy and thinking among students in the school system. (Methodology) To achieve this objective, a qualitative approach was used based on a content analysis of the secondary education textbooks published in the years 2016, 2018, 2020 and 2021. Units of analysis were selected using non-probabilistic subjective sampling. (Results) Among the most relevant findings, it was determined that a large part of the questions in the textbooks consulted made use of the interrogative pronouns ''what'' and ''which.'' In these cases, the questions were associated with simple tasks aimed essentially at the calculation of descriptive summaries of variability without the use of technological tools. On the other hand, questions related to more complex tasks such as reading, analyzing and making decisions, were poorly represented in the textbooks analyzed. The concept of variability in the textbooks consulted is fundamentally related to the notion of dispersion, an approach that has been questioned by English-speaking researchers. (Conclusions) In brief, based on the results obtained it is recommended that teachers in the school system guide, reformulate and design questions related to the concept of variability based in more complex activities such as analysis, argumentation and evaluation to better assist students in developing statistical literacy and thinking. Resumo (Objetivo) O objetivo deste estudo é analisar se as perguntas relacionadas ao conceito de variabilidade apresentada nos livros didáticos do ensino médio no Chile permitem que os alunos do sistema escolar aprendam alfabetização e pensem estatisticamente. (Metodologia) Para isso, foi utilizada uma abordagem qualitativa por meio de análise de conteúdo de livros didáticos do ensino médio publicados nos anos 2016-2018-2020 e 2021. As unidades de análise foram selecionadas por amostragem não probabilística do tipo intencional. (Resultados) Entre as descobertas mais relevantes, pode-se notar que grande parte das perguntas nos livros didáticos analisados fazem uso de pronomes interrogativos: o que e qual. Nesses casos, a questão está associada a interpelações de baixo nível cognitivo voltadas essencialmente para o cálculo das estatísticas de variabilidade, sem fazer uso de ferramentas tecnológicas. Pelo contrário, as perguntas relacionadas a níveis cognitivos mais elevados, como leitura, análise e tomada de decisões, apresentam baixa representatividade dentro dos casos observados. O conceito de variabilidade está fundamentalmente relacionado à noção de dispersão, que tem sido questionada por pesquisadores de língua inglesa. (Conclusões) Em resumo, os resultados sugerem que é recomendável os professores do sistema escolar guiarem, reformularem e projetarem perguntas relacionadas ao conceito de variabilidade com base em perguntas classificadas em categorias superiores, como análise, argumentação e avaliação para que os alunos desenvolvam alfabetização e pensamento estatístico.

Die Statistik als fachliche Disziplin muss sich in einem rasch wandelnden Umfeld behaupten, das durch den Aufstieg der Data Science, den Bedeutungszuwachs der künstlichen Intelligenz sowie neue Datenstrukturen charakterisiert wird. Wie kann sich die Statistik hier behaupten oder verlorenes Terrain wiedergewinnen? Unter dem provokanten Motto „Make Statistics great again“ wurden aus verschiedenen Blickwinkeln Entwicklungen, Strategien und positive Beispiele skizziert, wie sich das Fach Statistik an der Universität, im Wissenschaftsbetrieb und auf dem Arbeitsmarkt positionieren sollte. Willi Seidel schaut aus dem Blickwinkel eines Hochschulpräsidenten auf den Ressourcenkampf der Fächer. Christine Müller berichtet über die Initiativen der Dachorganisation DAGStat die vielen Teildisziplinen der Statistik wirkungsvoll im Wissenschaftsbetrieb und in der Öffentlichkeit zu positionieren. Florian Meinfelder dokumentiert den Aufstieg des Masterstudiengangs in Survey Statistik zu einem der nachgefragtesten Studiengänge der Uni Bamberg. Jürgen Chlumsky und Markus Zwick beleuchten die historische Wahrnehmung der Amtsstatistik bei Pflichterhebungen und die Entwicklung der Forschungsdatenzentren sowie moderner Zugänge zu neuen Datenquellen. Joachim Wagner schildert das Verhältnis von Datenproduzenten und Datennutzern aus der Sicht eines unzufriedenen Datennutzers. Schließlich geht es um die Position der Statistik in der Datenwissenschaft. Ist „Data Science“ nur ein neumodisches Wort für Statistik? Ein Konzeptionspapier der Gesellschaft für Informatik (GI) hat zu Positionspapieren der DStatG und der DAGStat geführt, die von Ulrich Rendtel vorgestellt werden. Das Kolloquium fand anlässlich der Abschiedsvorlesung von Ulrich Rendtel im Juni 2019 am Fachbereich Wirtschaftswissenschaft der Freien Universität statt., Statistics as a subject has to sustain its position in a fast changing environment which is characterized by the rise of Data Science, the growth of the importance of Artificial Intelligence and the emergence of new Data Structures. How can Statistics keep its position or even regain lost territory? Under the provoking motto “Make Statistics great again” we sketch under different views developments, strategies and positive examples, how the subject statistics can evolve at universities, in scientific competition and at the labor market. Willi Seidel comments the competition of subjects for resources from the viewpoint of the head of a university. Christine Müller reports the initiatives of the DAGStat umbrella organization, to promote the different subbranches of statistics in the scientific competition and in the public view. Florian Meinfelder documents the rise of the master program of Survey Statistics to one of the most requested master programs at the university of Bamberg. Jürgen Chlumsky and Markus Zwick report the public notion of mandatory surveys of official statistics as well as the development of research data centers and alternative access to new data sources. Joachim Wagner comments the relationship of data producers and data users from the view of a discontent data analyst. Finally, the position of statistics in the subject data science is discussed. Is the term “Data Science” only a modern phrase for statistics? A White Paper of the Gesellschaft für Informatik (GI) has provoked two position papers of the DStatG and the DAGStat which are presented by Ulrich Rendtel. The colloquium took place at the farewell lecture of Ulrich Rendtel at the Economic Faculty of the Freie Universität Berlin in June 2019.

Los procesos estadísticos comienzan con la selección de la variable de estudio y la recogida de los datos. Para organizar los datos recogidos es esencial llevar a cabo un recuento de los valores observados. En este artículo se propone una aproximación al recuento mediante el análisis de las categorías observadas y se discuten distintas técnicas de recuento, sus formas de representación manipulativa o pictórica y su conexión con las tablas de frecuencias. Por último, se refiere un experimento didáctico llevado a cabo con estudiantes para maestros sobre el manejo de las representaciones manipulativas de los recuentos como paso previo a las gráficas estadísticas manipulativas., Statistical processes start with selecting the studied variable and collecting data. For organizing data, it is essential to carry out the tally of the observed values. In this paper, an approach based on the observed categories is considered, and different manipulative and pictorial strategies for the tally are analyzed, as well as their connection with frequency tables. Finally, an experience with pre-service teachers consisting of using manipulative charts of tallies as a previous step to statistical manipulative graphs is presented.

Una de las características fundamentales que determinan el nivel de sentido estadístico se manifiesta cuando el conocimiento disciplinar asociado es transferido y aplicado a contextos ajenos a la matemática. En este estudio se analiza cuáles son los conocimientos estadísticos previos y los criterios de selección respecto a gráficos de las y los estudiantes del Grado de Educación Infantil y cómo varían cuando se plantea la mediación grupal en un contexto STEAM. Tras el estudio de diseño mixto con 25 participantes, se ha comprobado la poca importancia que dan a la estadística en contextos STEAM, la clara confusión sobre qué son los gráficos estadísticos y la influencia relativa de la dinámica grupal en estos dos aspectos, mostrando una mejoría parcial en su sentido estadístico., One of the main characteristics that determine the degree of statistical literacy becomes evident when the disciplinary knowledge associated with it is transferred and applied to external contexts to mathematics. This study is focused on analysing which are the previous statistical knowledge and selection criteria regarding graphics of the students of the Degree of Early Childhood Education and how these vary when group mediation is proposed in a STEAM context. After the mixed design study with 25 participants, the low importance they give to statistics in STEAM contexts has been confirmed, the clear confusion about what are statistical graphics and the relative influence of group dynamics in these two aspects, showing a partial improvement in their statistical sense.

A working knowledge of statistical tests, their application, and interpretation is vital to evidence-based practice. A purposive sample of Doctor of Nursing Practice (DNP) projects listed in ProQuest (N = 667) were assessed for general use of statistics and data on the most frequently used statistical tests were compiled. Results enumerated the top 10 tests used with the top 3 methods reliant on basic and descriptive statistics. Application to practice and contributions to the evidence-base from DNP Projects are discussed. Potential statistical and methods issues are presented, along with some possible remedies. To improve project outcomes and professional practice, scoping of DNP statistical education is needed.

Objectives: To understand statistical literacy among practicing clinicians as well as to take suggestions on its implementation in medical curriculum. Methods: A web based online survey was conducted among practising clinicians of India. The questionnaire consisted of 30questions in three parts. Part A included questions on general information (5 questions), Part B included questions on application of statistical concepts (20 questions), and Part Casked for opinions on integration of biostatistics in medical curriculum (5 questions). Part B questions were rated on a 5-point Likert scale in which 1 indicated no confidence and 5indicated complete confidence. Results: A total of 416 clinicians responded to the questionnaire. Complete confidence in the use of SPSS software was seen in 15.8% whereas 26.7% had no confidence in it. The highest confidence was seen in statistical equations like graphical representation of data (44.7%), and sensitivity and specificity (45.2%) whereas lowest confidence was seen in COX proportional hazard regression (12.9%) and ROC curves (11.7%). Out of 416 clinicians, 136 (32.4%) had done training in statistics at undergraduate level, 128 (30.5%) did self-learning and 152 (37.1%) had received no formal training.

PurposeThe purpose of this study was to examine the digital competence displayed by a primary school teacher who implemented an interdisciplinary cross-border lesson that was designed with the lesson study methodology and involved two countries: Brazil and Chile.Design/methodology/approachA qualitative methodology was adopted via the case study method through which the case of a sixth-grade Chilean teacher participating in the study was documented. The data were collected through a lesson plan, a videotape of the implemented lesson and a questionnaire. A professional digital competence framework for teachers provided an analytical perspective via data analysis.FindingsThe results show that the teacher displayed digital competence in a synchronous collaborative learning environment in which she had time to reflect on the educational value of technology and appropriate teaching methods involving information and communication technologies. Certain elements of the studied case contributed to this performance, namely the cross-border context, the classroom setting and the collaborative Lesson Study methodology.Practical implicationsThe lesson study methodology facilitated the teacher's performance in the “Pedagogy and didactics” digital competence by enabling her to participate in planning and implementing a lesson that allowed all those who collaborated, including teachers and researchers, to reflect on teaching in a digital learning environment.Social implicationsThe cross-border context, which involved co-designing and implementing a lesson in two countries, allowed the teacher to display her “School in society” and “Ethics” competencies. This was achieved through connecting two classrooms with different languages and cultures digitally and synchronously, thereby providing students the opportunity to debate and participate in a global and local problem such as a country's responsibility for energy consumption.Originality/valueModern society requires the transformation of school practices, and new teaching approaches should include the provision of collaborative spaces that incorporate digital technologies. In this sense, this paper shows that cross-border lessons involving a synchronous learning environment offer a potential alternative, as digital teaching competence enables teachers to bring together different social and cultural groups virtually, thereby contributing to the reduction of social gaps and to the promotion of positive identity among less advantaged students.

The ability to incorporate new and Big Data sources and to benefit from emerging technologies such as Web Technologies, Remote Data Collection methods, User Experience Platforms, and Trusted Smart Statistics will become increasingly important in producing and disseminating official statistics. The skills and competencies required to automate, analyse, and optimize such complex systems are often not part of the traditional skill set of most National Statistical Offices. The adoption of these technologies requires new knowledge, methodologies and the upgrading of the quality assurance framework, technology, security, privacy, and legal matters. However, there are methodological challenges and discussions among scholars about the diverse methodical confinement and the wide array of skills and competencies considered relevant for those working with big data at NSOs. This paper develops a Data Science Model for Official Statistics (DSMOS), graphically summarizing the role of data science in statistical business processes. The model combines data science, existing scientific paradigms, and trusted smart statistics, and develops around a restricted number of constructs. We considered a combination of statistical engineering, data engineering, data analysis, software engineering and soft skills such as statistical thinking, statistical literacy and specific knowledge of official statistics and dissemination of official statistics products as key requirements of data science in official statistics. We then analyse and discuss the educational requirements of the proposed model, clarifying their contribution, interactions, and current and future importance in official statistics. The DSMOS was validated through a quantitative method, using a survey addressed to experts working at the European statistical systems. The empirical results show that the core competencies considered relevant for the DSMOS include acquisition and processing capabilities related to Statistics, high-frequency data, spatial data, Big Data, and microdata/nano-data, in addition to problem-solving skills, Spatio-temporal modelling, machine learning, programming with R and SAS software, Data visualisation using novel technologies, Data and statistical literacy, Ethics in Official Statistics, New data methodologies, New data quality tools, standards and frameworks for official statistics. Some disadvantages and vulnerabilities are also addressed in the paper.

The Hellenic Statistical Authority (ELSTAT), the National Statistical Institute of Greece, as the guarantor of the quality of official statistics in Greece, has been pursuing, since 2016, an ambitious strategy aiming to foster Statistical Literacy, focusing on strengthening ties with citizens in their dual capacity both as providers of data and ultimately as users of statistics, and thus, operate as crucial enablers of a smoothly functioning virtuous circle of official statistics. Objectives include the development of an understanding of basic methodologies and tools used in official statistics, along with the awareness of its institutional foundations and core principles. This critically contributes to the value of official statistics being spread and effectively communicated, making, at the same time, a convincing case for fact-based decision making in the daily lives of the main stakeholders. This article motivates the approach followed in developing a specific strategy on statistical literacy, outlines its philosophy and main objectives and browses through the array of initiatives and actions undertaken over the last five years. In addition, it explores the responsiveness of citizens to these initiatives and the extent to which these initiatives lead to an increased engagement of key targeted stakeholders.

Graduate professionals are expected to be statistically literate. In turn, the need to inform introductory statistics education increases as well. However, research tends not to focus on student value of SL. . Guided by my research questions and two theoretical frameworks my study's goal is to fill the gap of understanding why introductory statistics students tend to undervalue SL for their professional and personal lives. My proposed mixed-methods design ams to identify practical evidence-based solutions to gaining access to a population that generally does not seek to become statistically literate.

Backgound, aims, theoretical frameworks, methodology, ethics

Many academic disciplines require students to complete an Introductory Statistics class. However, students often have mixed feelings about learning statistical literacy. There is a dearth of investigation of specific student dispositions, such as meaning making of their learning. My study will be guided by my research questions, hypotheses and two theoretical frameworks. The mixed-methods design will identify practical recommendations for educators and researchers in statistics education.

This study seeks to examine how social workers (including: Researchers, academics, practitioners, and students) understand core statistical concepts. We will be attempting to follow the work of Oakes (1986) and Hoekstra et al. (2014) who explored psychologists' interpretation of p-values and confidence intervals - respectively.

The present study aimed to investigate the statistical literacy perceptions of instructors who teach undergraduate statistics courses in different disciplines. Instructors were asked questions on their statistical literacy definitions, organization of the course content, topics emphasized or avoided by instructors in teaching statistics, and instructors post-course expectations from their students. Qualitative data gathered from interviews were analyzed and categorized under five main themes. The instructors' ultimate expectations from the students and the topics they emphasized during the courses are mostly stated in relation with statistical literacy. They provided less information related statistical literacy about two themes: course content and the issues they avoid. Recommendations from this study include reviewing and revising statistics course content and methods to reveal the components of statistical literacy.

The paper focuses on the challenges of training a new generation of statisticians with the core 21st-century competencies for life, work, and creativity in a digital society amidst the fourth industrial revolution (Industry 4.0). Along with the economic feasibility, the attractiveness of improving the quality of life, and new possibilities for developing the creative potential of human beings, Industry 4.0 freights with risks of destabilization of the world socio-economic system, but also creates a new cultural and historical context of the advancement of the humankind, where the network becomes a new human habitat, when digital technologies penetrate all spheres of human activity. It requires the development of «digital» skills that have never been more important than today. Summarizing the results of digital skills projects, the UNESCO Institute for Statistics developed the «Digital Literacy Global Framework» as a basis for creating national digital literacy frameworks and digital competence models for various occupations. The article substantiates the importance of digital competencies and the feasibility of developing common requirements for digital literacy in the EAEU member-states and establishing a system for its development with a single scientific, educational and methodological center that will at the same time become the core of a new ecosystem of continuous statistical training, designed to correct the situation when it is almost impossible to find a statistician with the necessary competencies in the labor market. One of the reasons for this is that the existing system of statistical education does not meet the needs of the digital age, which requires new approaches to the organization of continuing education. However, the digital agenda implies not only the development of digital competencies, including statistical literacy but also the emergence of new «digital» professions, to which the profession of a statistician can be assigned if it is filled with competencies listed in the paper. This will allow statistics to take its rightful place among the occupations determining sustainable development in the digital age.

Literasi statistika merupakan kemampuan penting untuk menghadapi revolusi industri 4.0. Penelitian ini mengumpulkan informasi sejauh mana kemampuan literasi statistika didukung oleh kurikulum matematika untuk Sekolah Dasar di Indonesia. Studi dokumentasi dilakukan pada beberapa naskah kurikulum, yakni Kurikulum Berbasis Kompetensi 2004, Kurikulum Tingkat Satuan Pendidikan 2006, Kurikulum 2013, serta revisi Kurikulum 2013 (2016, 2018, dan 2020). Sebagai pembanding, dianalisis pula Cambridge Primary Mathematics Curriculum dan kurikulum 1975. Hasil penelitian menunjukkan bahwa perhitungan statistik deskriptif dan pembuatan diagram dijumpai pada semua kurikulum matematika SD tahun 2004 hingga 2020. Pada kurikulum 2013 dan sesudahnya, dijumpai pula kompetensi terkait pengumpulan data dan interpretasi data. Adapun kompetensi terkait peluang hanya dijumpai pada kurikulum 2013, Cambridge, dan kurikulum 1975. Masih diperlukan pengembangan kurikulum pada kompetensi proses pemecahan masalah statistika serta pendalaman terkait penggunaan statistik deskriptif dan diagram secara tepat. Statistical literacy is an essential competence to face the 4.0 industrial revolution. This study aims to collect information on how statistical literacy skills accounted in the Indonesian primary school mathematics curriculum. We study several curriculum documents' that had been used in Indonesia, namely the 2004 Competency-Based Curriculum, the 2006 Education Unit Level Curriculum, the 2013 Curriculum, and the revised 2013 Curriculum (2016, 2018, and 2020). We also analyzed the Cambridge Primary Mathematics Curriculum and the 1975 Indonesian curriculum. We find that calculation of descriptive statistics and chart making appeared on all Indonesian primary school mathematics curricula. The 2013 curriculum and its successor also contains some competencies related to data collection and interpretation. Probability-related competence is found only on the 2013 curriculum, the 1975 curriculum, and the Cambridge Curriculum. Further curriculum development should be focused on the statistical problem-solving competence and appropriate use of descriptive statistics and charts.

Los compendios internacionales inciden en la necesidad de fomentar en el aula la cultura estadística y, en particular, la lectura de información basada en datos y representada mediante gráficos estadísticos. Debido a que, de los conocimientos y destrezas actuales de los futuros maestros para leer, interpretar y argumentar la información estadística, dependerá su práctica profesional, vemos necesaria una evaluación que indique si es pertinente un refuerzo educativo en su formación actual. Este trabajo evalúa el nivel de lectura gráfica de la información representada mediante gráficos estadísticos extraídos de los medios, en una muestra de 653 futuros profesores de Educación Primaria., International forums emphasize the need to promote statistical literacy in the classroom and, particularly, the reading of data-based information represented by statistical graphs. Because the prospective teachers’ professional practice will depend on current knowledge and skills in reading, interpreting and arguing statistical information, an evaluation is required to indicate whether an educational reinforcement in their current training is pertinent. This work assesses the graphic reading level of the information represented by media statistical graphs in 653 primary education prospective teachers.

In Scotland, numeracy is a key area of the Curriculum for Excellence so learners develop essential analytic, problem-solving and decision-making skills. The SQA Higher Applications of Mathematics was developed for young people to learn these skills, with statistics as one third of the curriculum. The emphasis is on the application of statistics to real-life data, and interpretation of results. Ensuring learners are confident in statistical literacy requires teachers' sound knowledge and understanding of how data can be managed and processed in a meaningful way, as real-world data rarely conform to textbook assumptions for analysis. In collaboration with the Scottish Funding Council, the University of Strathclyde has developed an SCQF level 7 award in statistics. It covers the Higher curriculum and the use of both software packages, so teachers have the statistical skills to teach this new and innovative qualification in Scotland.

The novel coronavirus has forced the world to interact with data visualizations in order to make decisions at the individual level that have, sometimes, grave consequences. As a result, the lack of statistical literacy among the general public, as well as organizations that have a responsibility to share accurate, clear, and timely information with the general public, has resulted in widespread (mis)representations and (mis)interpretations. In this article, we showcase examples of how data related to the COVID-19 pandemic has been (mis)represented in the media and by governmental agencies and discuss plausible reasons why it has been (mis)represented. We then build on these examples to draw connections to how they could be used to enhance statistics teaching and learning, especially as it relates to secondary and introductory tertiary statistics and quantitative reasoning coursework.

Statistical literacy is an essential component of research literacy demanded for the research students to master as they are required to read, comprehend, and evaluate research articles. Misinterpretations of data and research findings are among the unfavorable results in the lack of research literacy. Consequently, it will affect the quality of their research and eventually leads to ripple impact on other researchers. However, this study is still under researched especially among postgraduate research students. Therefore, this paper examined statistical literacy level among postgraduate research students. This study was a survey conducted with a sample of 236 education postgraduate research students by using a set of statistical literacy items. The data were analysed using Rasch Analysis approach which includes item and person measures. Findings suggested that postgraduate students‘ statistical literacy level is at Moderate Low level. The findings also revealed that the hardest items to be answered by the students are related to hypothesis testing (significant value). In order for students to improve their statistical literacy, this study suggested that the instructors and institutions to reexamine and to explore new methods of teaching and learning statistics.

Statistical literacy is strongly needed in the 21st century in reading data information, thinking critically and making decisions. The purpose of this study is to describe the statistical literacy abilities of high school students in solving contextual problems taking into account their initial statistical abilities, with the following indicators, Tier 1 (reading & explaining data), Tier 2 (analyzing, interpreting, interpreting critically, and making conclusions), Tier 3 (presenting data and predicting something). This research is a qualitative in nature, using statistical ability test, statistical literacy test, and interview guidelines to collect data. The subjects of this study consist of three female students of grade XII Senior High School, with high, medium and low initial statistical ability categories. The results of this study revealed that (1) The student with high initial statistical abilities can meet the indicators of Tier 1, Tier 2, Tier 3, so that she can be categorized at level 5 to 6 (critical-mathematics critical), (2) The student with medium ability can fulfil the Tier 1 indicator not fulfil the indicators in Tier 2 and Tier 3, so that it can be categorized at level 3 to 5 (Consistent noncritical-Critical), and (3) The students with low abilities can fulfill the indicators of Tier 1 not fulfil the indicators in Tier 2 and Tier 3, so that it can be categorized at level 1 to 3 (Idiosyncratic-Consistent Noncritical). Therefore, it is important for students and teachers to know statistical literacy skills in order to increase their understanding and ability to understand information in making decisions regarding daily problems.

Este artigo apresenta o resultado de uma pesquisa de mestrado que teve como objetivo verificar como duas coleções de livros didáticos de matemática do ensino médio recomendados pelo Plano Nacional do livro didático (PNLD) 2018 – 2020 abordam o conteúdo de Estatística e se esta abordagem promove o letramento estatístico. Durante a análise também verificou-se se nas coleções já havia alguma correspondência com orientações da Nova Base Nacional Curricular Comum (BNCC, 2018). Consistindo em um estudo documental qualitativo, sob a perspectiva de estudo de caso, definimos critérios para descrever a abordagem do conteúdo conceitual e descritores para a classificar as tarefas constantes nos blocos de exercícios. A partir do referencial teórico adotado constatamos que a coleção Conexões com a Matemática possibilita o aluno atingir o nível consistente não-crítico do letramento estatístico, enquanto a coleção Matemática: Contexto & Aplicações desenvolve o nível inconsistente. Notamos, assim, lacunas de formação que seriam preenchidas se os autores de livros didáticos atendessem ao que é recomendado pelos pesquisadores da área de Educação Estatística. Sugerimos aos autores de livros didáticos que sigam às orientações dos especialistas da área e das normativas oficias.

The aim of this research is to describe and explore the statistical literacy of middle school students in solving the Trends in International Mathematics and Science Study (TIMSS) problems. This research utilized the qualitative approach, with the research type being descriptive-explorative. The research subjects consisted of 6 Grade 8 students from Muhammadiyah Middle School 6 of Malang in Malang Regency, Indonesia. Two students had a high mathematical ability, two others had a moderate ability, and the last two had low ability. The data analysis technique applied in this research was the interactive technique, composed of data reduction, data presentation, and conclusion drawing. The data collection for this research involved testing and interviews. The utilized test consisted of an adaptation of TIMSS for the materials of data and opportunities. Interview guidelines were used to support the data collected from the test. The research results indicated that low-ability, moderate-ability, and high-ability students were similar in that they were able to understand the problems. The difference among students of across different categories lies in data processing and data communication. Students with high mathematical abilities could process data and communicate them in detail, while those with moderate abilities could process data and communicate them but not in detail, and students with low abilities could only explain the mathematical problems.

Lecturers in the Islamic Universities in Indonesia have hardly found statistics textbooks that emphasize statistical literacy and use data contexts not contradict Islamic cultures. This is a research and development study aimed at developing a conceptual framework that can be referred to in designing statistics learning materials based on statistical literacy integrated with Islamic values and cultures. The phases of the study included problem analysis on statistics learning materials in Indonesia, literature reviews, developing the initial stage of a conceptual framework, validation, and revision. The result was the conceptual framework composed of five components: a) learning statistics for a virtuous character, b) learning statistics gradually and in sequences, c) learning using useful contexts, d) knowing istiqra’ in inferential statistics, and e) developing critical attitude towards quantitative information. Each component was subsequently elaborated into several points as examples in designing statistics learning materials. Abstrak: Dosen statistika di Perguruan Tinggi Keagamaan Islam di Indonesia umunya sulit menemukan buku rujukan statistika berbasis literasi statistik dan menyajikan konteks data yang tidak bertentangan dengan nilai dan budaya keislaman. Penelitian ini mencoba mengembangkan suatu kerangka konseptual yang dapat dijadikan acuan untuk mendesain materi statistika berbasis literasi statistik yang terintegrasi nilai dan budaya keislaman. Tahapan penelitian mencakup analisis permasalahan tentang materi perkuliahan statistika di Indonesia, kajian literatur, pengembangan kerangka konseptual tahap awal, validasi, dan revisi. Kerangka konseptual yang dihasilkan dari penelitian ini terdiri atas lima komponen: a) belajar statistika menuju akhlak mulia, b) belajar statistika dengan terurut dan bertahap, c) belajar dengan konteks yang bernilai manfaat, d) mengenal istiqra’ dalam statistika inferensial, dan e) membangun sikap kritis terhadap informasi kuantitatif. Setiap komponen kemudian dijabarkan dalam bentuk poin-poin yang dapat diterapkan dalam pengembangan materi statistika.

Training in research methods is a crucial component of the student experience in further and higher education. A common set of statistical and experimental design methods are taught across a broad ...

The project addresses the fundamental question of how school-based STEM education can contribute to lay the foundations for the development of statistical and data literacy by building corresponding basic competencies throughout the school career. To this end, a systematic review will be conducted, which will compile, systematize, and interpret relevant results of international research on the future role of STEM subjects in building statistical and data literacy. Based on the review, promising interdisciplinary approaches, and conditions for success in fostering statistical and data literacy as well as their basic competencies in STEM school education will be identified on the basis of previous research. The aim is to derive further development possibilities for these approaches and contribute to evidence-based strengthening of the future role of STEM subjects in building statistical and data literacy.

Open access to information is now a universal phenomenon thanks to rapid technological developments across the globe. This open and universal access to information is a key value of democratic societies because, in principle, it supports well-informed decision-making on individual, local, and global matters. In practice, however, without appropriate readiness for navigation in a dynamic information landscape, such access to information can become a threat to public health, safety, and economy, as the COVID-19 pandemic has shown. In the past, this readiness was often conceptualized in terms of adequate literacy levels, but the contemporarily observed highest-ever literacy levels have not immunized our societies against the risks of misinformation. Therefore, in this Perspective, we argue that democratization of access to information endows citizens with new responsibilities, and second, these responsibilities demand readiness that cannot be reduced to mere literacy levels. In fact, this readiness builds on individual adequate literacy skills, but also requires rational thinking and awareness of own information processing. We gather evidence from developmental, educational, and cognitive psychology to show how these aspects of readiness could be improved through education interventions, and how they may be related to healthy work-home balance and self-efficacy. All these components of education are critical to responsible global citizenship and will determine the future direction of our societies.

This study attempts to determine whether gamification can be used as a pedagogical technique to overcome the challenges in teaching statistics. A post-test quasi-experimental design was carried out in gamified and non-gamified groups in order to reveal the effect of gamification elements in cultivating students’ statistical literacy skills. Students in gamified group were also interviewed to understand the function of gamification process. The results suggest that; although gamifying the instructional process had a positive impact on developing students’ statistical literacy in medium and high score students; surprisingly the influence of the gamification to the low- achieved scores were not positive. The positive impact was discussed in accordance with the gradual structure of statistical literacy and suggestions for successful gamification applications due to the context were included.

Although statistical literacy has become a key competence in today’s data-driven society, it is usually not a part of statistics education. To address this issue, we propose an innovative concept for a conference-like seminar on the topic of statistical literacy. This seminar draws attention to the relevance and importance of statistical literacy, and moreover, students are made aware of the process of science communication and are introduced to the peer review process for the assessment of scientific papers. In the summer term 2020, the seminar was conducted as a joint project by the University of Hamburg, the University of Muenster, and the Joachim Herz Foundation. In this article, we present the concept of the seminar and our experience with this concept in the summer term 2020.

This paper aims at highlighting the lessons learned from recent initiatives between public universities of Niger and the national statistics institute. Our investigation of the existing national statistical system revealed the need to increase the number of qualified human resources with advanced skills in open data, big data, data visualisation, machine learning, mathematical modeling and data-driven innovations. Moreover, the existing statistical literacy and data crowdsourcing activities need to be validated and upscaled; and we have found a lack of experience in managing big data and in the development of mathematical methods and fast computational algorithms to analyze them. Finally, the aforementioned collaboration can be improved by working closely with private sector, civil society and the data science community to generate new approaches to emerging issues including climate change and sustainable development.

This study aimed to describe students' statistical literacy skills based on their reflective-impulsive cognitive style. This study employed descriptive exploratory research with the qualitative approach. The data collecting techniques used were tests, interviews, and field notes. The data analysis techniques employed were data reduction, data presentation, and drawing conclusions. This study discovered that students’ reflective and impulsive cognitive styles influence their statistical literacy skills such as the ability to construct or interpret information or statistical data, understand statistical concepts, and represent the statistical data in a different form. Students with the reflective cognitive style were different from students with the impulsive cognitive style on statistical literacy skills, especially in evaluating statistical information or arguments. Students with the reflective cognitive style tended to be more critical in evaluating statistical information or arguments by providing arguments based on the results of analytical calculations. Students with the impulsive cognitive style used analytical processes in drawing statistical conclusions. Students with the impulsive cognitive style lacked cognitive maturity and tended to use processes holistically rather than analytically in drawing statistical conclusions.

The formation of statistical literacy of students in the information society conditions is increasinglyconsidered as a great outcome of studying at school. The ability to think quantitatively allows young peopleto make the right decisions and better navigate difficult situations. Many of them will have to deal withstatistics in their professional activities. Geography is one of the disciplines in the school education system,which has a significant potential to promote statistical literacy of students. Statistical methods are traditionalfor geography, and the indicators it uses are extremely diverse. However, the results of many surveys revealsignificant shortcomings in the preparation of students and indicate the need to improve their statistical skills. The article discusses the following questions, what is statistical literacy, what components it consistsof and why it is necessary for students and teachers of geography. Students’ statistical literacy shall beconsidered as the ability to understand, interpret, critically evaluate in different contexts and analyzestatistical information, as well as use it as evidence in arguments. The article identifies the main statisticalskills and abilities that are formed during the study of the segment of population geography.The general methodical issues regarding formation among students of statistical literacy for a segment ofgeography of the population have been covered. The approaches and methods of pedagogical activity havebeen offered, which, according to the author, will make the learning process more effective and will allow toshift the emphasis from memorizing statistical information to its deep understanding and critical thinking.The article raises the issue of the importance of interpreting statistical indicators in different contexts.Options of application of a method of sex-age pyramids in various subjects and courses, examples of tasksfor development of critical thinking, problem training of geography have been suggested. Convenient digitalservices have been recommended, which allow teachers to diversify the source database of statistical dataand motivate students to work with population statistics. Examples of multilevel problems in populationgeography according to Bloom’s taxonomy of educational goals have been given.

Penelitian ini bertujuan untuk mendeskripsikan tentang pemahaman literasi statistika mahasiswa semester IV Universitas Palangkaraya pada konteks covid-19 dengan Collaborative Problem Solving (CPS). Metode penelitian yang digunakan adalah kualitatif. Penjelasan tersebut didasarkan dengan hasil penelitian yang telah dilakukan dengan cara pemberian masalah literasi statistika yang didiskusikan secara berkelompok dan wawancara. Empat mahasiswa yang dipilih dari 38 mahasiswa sebagai subjek penelitian merupakan 2 kelompok yang mempunyai anggota dengan kemampuan matematika yang berbeda. Kelompok I terdiri dari subjek berkemampuan tinggi dan sedang, sedangkan kelompok II terdiri dari subjek berkemampuan sedang dan rendah. Hasil analisis menunjukkan bahwa pemahaman literasi statistika keempat subjek berkemampuan tinggi, sedang, maupun rendah belum mampu untuk mencapai indikator menentukan klaim peneliti, dan merumuskan H0 dan H1 secara tepat.

PURPOSE The confidence in a study will be reduced due to the incorrect representation of statistical results. However, it is unknown to what extent p values are incorrectly represented in published nursing journals. The study aims to evaluate the articles in 30 nursing journals in terms of the error in reporting of p values (p = .000). DESIGN AND METHODS This was a bibliometric analysis. All papers published in 10 leading nursing journals (between 2015 and 2019), the 10 bottom nursing journals (2019), and 10 selected key nursing journals (2019) indexed in the Science Citation Index Journal Citation Reports were reviewed to detect errors in reporting of p values (p = .000). RESULTS A total of 3,788 papers were reviewed. Notably, it was found that 93.3% (28/30) of the nursing journals contained incorrect representation of p values (p = .000). The reporting rate of these journals ranges from 0% to 57.1%, with an overall rate of 12.8% (486/3,788). In addition, the rate of incorrect representation of p values (p = .000) showed no statistically significant difference between different publication years (Χ2 = 4.976, p = .290). However, the rate of reporting was different between study types, journals, and regions (p = .007, p = .020, and p < .001, respectively). CONCLUSIONS The incorrect representation of p values is common in nursing journals. CLINICAL RELEVANCE We recommend that both publishers and researchers be responsible for preventing statistical errors in manuscripts. Furthermore, various kinds of statistical training methods should be adopted to ensure that nurses and journal reviewers have enough statistical literacy.

Resumo A finalidade deste trabalho e analisar as contribuicoes de uma estrategia pedagogica articulada entre o letramento estatistico e compreensao grafica para os anos finais do ensino fundamental. A analise dos dados foi realizada com base numa formacao docente em Educacao Estatistica, que ocorreu por meio de (2) dois encontros presenciais, com duracao de (4) quatro horas cada um, perfazendo o total de (8) oito horas, e contou com a participacao de (12) doze professores de Matematica da rede publica do estado do Parana, na cidade de Curitiba. Para a analise desses dados, optou-se pela metodologia da Analise Textual Discursiva. Os resultados obtidos indicam que essa pratica pedagogica combinada entre o letramento estatistico e compreensao grafica favorece o processo de aquisicao, estruturacao e desenvolvimento dos conhecimentos relativos a Educacao Estatistica, configurando-se como uma alternativa para o trabalho escolar docente. Palavras-chave: Formacao docente, Letramento estatistico, Compressao grafica. Abstract The purpose of this work is to analyze the contributions of a pedagogical strategy articulated between statistical literacy and graphic understanding for the final years of elementary school. The data analysis was carried out based on a teacher training in Statistical Education, which took place through two face-to-face meetings of four hours each, totaling eight hours, and counted with the participation of twelve mathematics teachers from public schools in the state of Parana, in the city of Curitiba. For the analysis of these data, the Discursive Textual Analysis methodology was chosen. The results obtained indicate that this pedagogical practice combining statistical literacy and graphic comprehension fosters the process of acquisition, structuring, and development of knowledge related to Statistical Education, being configured as an alternative for teachers’ school work. Keywords: Teacher training, Statistical literacy, Graphic compression. Resumen El proposito de este trabajo es analizar los aportes de una estrategia pedagogica articulada entre la alfabetizacion estadistica y la comprension grafica para los ultimos anos de la escuela primaria e inicio de secundaria. El analisis de datos se realizo con base en una formacion docente en Educacion Estadistica, la cual se llevo a cabo mediante dos reuniones presenciales de cuatro horas cada una, totalizando ocho horas, y conto con la participacion de doce profesores de matematicas de escuelas publicas de Curitiba, estado de Parana. Para el analisis de estos datos se eligio la metodologia de Analisis Textual Discursivo. Los resultados obtenidos indican que esta practica pedagogica que combina la alfabetizacion estadistica y la comprension grafica favorece el proceso de adquisicion, estructuracion y desarrollo de conocimientos relacionados con la Educacion Estadistica, configurandose como una alternativa para la labor escolar de los docentes. Palabras clave: Formacion docente, Alfabetizacion estadistica, comprension grafica

As heavy emphasis is placed on evidence-informed teaching to improve educational practice, developing educators’ statistical literacy to facilitate data-driven decision-making becomes critical. How...

The main aim of universities is to conduct research studies on different aspects of human life for the purpose of development and prosperity. In this regard the importance of statistical literacy cannot be denied in every discipline of knowledge. Therefore, the main objective of this study was to investigate the statistical literacy of the university students at BS level. Quantitative survey research design was employed where sample of the study comprised of randomly selected 360 BS level students from 9 public sector universities of Khyber Pakhtunkhwa (Pakistan). The data were collected through self-developed instrument namely Instrument for Statistical Literacy (ISL). The study demonstrated that students had low statistical literacy at BS level; it was therefore, recommended that Higher Education Commission of Pakistan may include a significant portion of practical work in the approved curriculum at university level for the enhancement of statistical literacy.

This paper aims at highlighting initiatives in developing future statisticians directed at high-school and university levels in Niger. More specifically, it focuses on collaborations, partnerships, outreach initiatives and supporting mechanisms, which may contribute to increase engagement and interest in and attraction to the field of statistics in the era of data science and data-driven innovations. Providing sufficient exposure to modern statistical analysis, computational and graphical tools, written and oral communication skills, and the ever-growing interdisciplinary use of statistics are key activities for building future generations of statisticians. Furthermore, current curricula as well as pedagogical approaches, teaching materials, and assessment methods need to be re-thought in order tomeet the requirements of the skills needed in the 21st century ensuring effective interaction with scientists, public institutions, industry, civil society, and policy makers. First published February 2020 at Statistics Education Research Journal Archives

Since many decisions in politics, economics, and social sciences are based on statistics, statistical literacy is a key component for an active citizen. Statistical skills and statistical reasoning can already be enhanced in primary school. Therefore, not only in Germany, statistics is an element of the primary-school curriculum, which usually includes issues of posing questions, collecting data, and of drawing displays such as pie charts or bar graphs. But to engage students and to start building future generations of statisticians at an early stage, more challenging incentives should engage students in meaningful statistical inquiries. In this paper, we describe activities that are part of a larger, long-term project that investigates how and if teaching units can be designed for primary schools and what their effect on students at that early age is. We focus on specific activities that have been tested for students at age 10. The empirical results show that – beyond learning techniques and the use of software (TinkerPlots) – the students acquired a way of statistical reasoning about the posed problems. Besides the cognitive development, we also documented the affective impact of our course on the young learners, which was very good. Our studies corroborate that it is possible to lead students to sophisticated statistical activities such as comparing groups with the help of suitable software. Furthermore, a positive attitude towards statistics could be observed as a result of the course, which may be the basis for further success in learning statistics. All in all, we can pave the way to the future generation of statisticians already at an early age in primary school. First published February 2020 at Statistics Education Research Journal Archives

Statistics education has the potential to assist students to develop their identities and engage in problems and social contexts that assist in empowering them to act politically in the future. The actions and narrative reported in this paper seek to identify the way in which teachers could develop and implement statistical inquiries that utilize aspects of creative insubordination to enhance student learning experiences. This paper reports on two students who were supported to produce information and act politically on a problem founded in their social and cultural context. Reported practices in this research involved inquiry tasks that promoted collaborative exploration of ideas, data analysis, and reporting. Results evidence that teaching statistics through projects that focus on the development of political actions, Creative Insubordination, have the potential to improve students’ statistical skills. As a consequence, the students were able to go beyond being data producers and data consumers to being statisticians and political activists, a shift necessary for students to understand how data can be used to transform their lives and those of others. First published February 2020 at Statistics Education Research Journal Archives

The International Statistical Literacy Project (ISLP) was established in 1994 by the International Statistical Institute and operates under the auspices of the International Association for Statistical Education. Today, the ISLP has 134 country coordinators spread across all continents of the world. The aim of this article is to describe and assess the activities of those country coordinators and discuss their contribution to advancing statistical literacy and that of ISLP. Some strategic issues for the ISLP executive are discussed, in particular, given the recent success of the ISLP in Latin America, and how this might inform future developments of the International Statistical Literacy Project. First published February 2020 at Statistics Education Research Journal Archives

The aim of the current study was to investigate the statistical literacy of seventh grade students regarding the concepts of average and variation on bar and line graphs presented in alternative real-life contexts. To this end, the statistical literacy levels of the seventh grade students were initially determined. Subsequently, definitions, interpretations and evaluations generated by the students at varying levels of statistical literacy were examined in further depth. More specifically, a qualitative survey study was conducted with 164 seventh graders from two public middle schools in Ankara, Turkey. The data, collected by means of a-five-item instrument, were analyzed by utilizing the modified version of the six-hierarchical-level framework developed by Watson and Callingham (Statistics Education Research Journal, 2(2), 3–46, 2003). The findings revealed that most of the students’ statistical literacy levels were identified as either Level 3 or Level 4 in the framework with respect to the concept of average, and either Level 1 or Level 2 with respect to the concept of variation. Hence, it can be inferred that while many of the students could interpret average in the given contexts, they had difficulty in interpreting variation. Although definitions and evaluations related to both concepts were found difficult by seventh graders, the graphs, particularly bar graphs, which students were provided with, were observed to be helpful for students in their evaluation of variation. Additionally, students benefitted from some of the contexts they were provided while evaluating variation. Finally, the analysis revealed some discrepancies among students’ definitions and their interpretations or evaluations.

Introduction/Background* The shortage of physicians poses increasing challenges to surgical oncological disciplines. Formerly motivated students lose their interest in surgery during their studies or during their practical year. To counteract this development, students need to be more strongly and sustainably inspired for surgery and equipped with important abilities to deal with the various challenges during their early career. The Surgical Oncology Curriculum for the individual support of ambitious students (SOCIUS) is intended to address precisely this issue. Upon completion of the program, students should be optimally prepared for careers in university surgical oncology medicine and excel in specific skills. Methodology SOCIUS Mentoring was founded as a joint project of gynecology, urology and visceral surgery to prepare motivated students for a surgical university career through individual mentoring and training of surgical skills and soft skills. Therefore, a structured curriculum of six modules (80 hours) was developed. These modules consisted of the following: Mentoring by a senior physician; practical surgical skill training (suturing, laparoscopy, robotic surgery); soft skill training (presentation and negotiation skills, statistical literacy); theoretical skill training (in all three disciplines); clinical observations; participation at a scientific meeting. Effects on physician skills and student attitudes toward surgery were determined by questionnaires Result(s)* Students significantly improved their surgical skills and soft skills. This was documented by increased confidence scores (figure 1) and improved scores in simulator training. In addition, students reported that they have specified their career goals and gained more confidence in surgery, as well as seeing more development potential in a surgical career (figure 2). Satisfaction with the program was also reflected in the absolute recommendation rate of the course to friends (MW 5.0, scale 1-5). Conclusion* With this study, we describe the first successful implementation of an extracurricular program targeted at highly motivated students that combines individual mentoring with surgical and soft skills training. Individual support of students through a combination of mentoring and skills training is a promising way to prepare and motivate students for their residency in surgical disciplines and thus to counteract the shortage of young talent in surgical disciplines.