Maria Ojeda

ASA/TSHS - Teaching of Statistics in the Health Sciences: Members' Spotlight / Ojeda

Maria Ojeda has background in Psychology (BA), Epidemiology (MPH), and Nursing (BSN & MSN). She is currently pursuing a dual doctorate in Nursing (DNP/PhD) at the Goldfarb School of Nursing at Barnes-Jewish College. She completed her DNP in June 2014, and is a PhD candidate, hoping to graduate in 2015. She is Nurse Scientist at Baptist Health South Florida, Inc, in Miami, FL.
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Constantine: Maria, how did you get interested in statistics?

Maria: I became interested in statistics during my undergraduate coursework for a Bachelor of Arts in Psychology, for which three courses in statistics were required. I had no idea of what to expect since I did not know anyone else who had taken a statistics course! I also found "math" to be too abstract for my taste. However, I was pleasantly surprised by statistics. I actually liked it because it made sense to me. In other words, I could understand the logic behind it and envision its application right-away. Since then, I've completed about 9 courses in statistics, mostly at the graduate level.

Constantine: What is your job and what does your 'typical' workday involve?

Maria: My current position is as a Nurse Scientist at Baptist Health South Florida, Inc, in Miami, FL. I really feel lucky to be there and have the opportunity to get to do what I love. My main task is to assist nurses and other allied health professionals in the development/design of research projects, evidence-based practice change-projects, and performance/quality improvement. The folks I mentor might range in experience from none to having served as the principal investigator on several projects.

My work varies greatly from day to day. One day, I might spend my time brainstorming a new project in a problem-focused workgroup. On another day, I might present an introductory healthcare statistics course to a novice audience and then assist a principal investigator with the completion of IRB paperwork. The next day might be spent on data analysis for a research study, the development of graphic representations of data for a performance improvement project, the development of a new survey, etc. Just think of the full range of activities one might engage in, from inception through dissemination of a project, and that's what I do.

Constantine: You have been a member of TSHS since 2010. Do you consider TSHS your primary section or is it secondary?

Maria: I would have to say yes, that TSHS is my primary section.

Constantine: What is your reason for participating in TSHS?

Maria: Well, part of my job is to teach research skills, including statistics, to health care professionals with little or no prior experience. It can be a tough audience. Many of them have negative preconceived notions regarding statistics, or as it is often referred to "the ‘S’ word." It’s exciting when you teach a class and you hear feedback that you have helped alleviate someone’s anxiety about working with and understanding data, or when they tell you that "you are actually making me like statistics."

I chose to join the TSHS community because I am always looking for expert advice on new teaching strategies… what works, ways to simplify the learning process and translate statistical concepts using real-world examples. I have found that is the only way to engage the healthcare workforce… answer the question "how can I apply this to the practice setting?"

Constantine: Do you go to JSM? If not, why not? If yes, what do you get out of it?

Maria: I went to JSM in 2011 but I have not been able to attend since. I did not know what to expect. I was able to attend a few sessions presented by folks in the academic world. The focus was on how to engage students in the health professions in their statistics courses, which was interesting, although not readily applicable to my role. Since I do not have a degree in statistics, my statistical knowledge beyond graduate school is gained through self-learning. So, I also attended sessions on specific statistical methods that I wanted to learn more about. I even took a brief course in R that was offered and found very informative.

Constantine: What are your thoughts about statistics in the future? About statistics education?

Maria: I really think that it is extremely important that statisticians engage the content experts in the fields in which they are providing statistical education. For example, they should work together in the development of courses, books, and materials that translate statistical concepts in ways that are meaningful to people who will be using them (such as relevant examples, implications for practice and research, etc.). We also need greater access to online statistical learning. While there are some providers of such content, the cost is relatively high. For example, anyone can learn a computer programming language practically for free online, but statistics courses are usually offered through formal academic institutions or professional organizations that charge hundreds, sometimes thousands of dollars. More and more, statistical knowledge has become a valuable skill within the workforce, and we need to improve access to different learning options.

Constantine: Tell us something about your life and your interests in your free time.

Maria: Spending time with my family is most precious. I also like to read good fiction, especially horror, do yoga, cross-stitch, and… ponder the mysteries of the universe (does this count as a pastime?).


[This interview was conducted through emails and a follow-up telephone conversation, in November 2014. The text is based on Maria Ojeda's own words, with minimal editing by Constantine Daskalakis.]