24-h smartphone usage patterns in university students using high-granularity tracking.

Biostatistics and statistical literacy are essential competencies in modern postgraduate medical education, underpinning evidence-based clinical practice, critical appraisal of research, and informed decision-making [–]. As the complexity of statistical methods in the medical literature continues to increase, the ability to interpret data has become increasingly important for clinicians to provide high-quality care, critically appraise evidence, and interpret claims in the medical literature and related information sources [, ]. However, widespread deficiencies in statistical literacy persist among medical trainees across various specialties, leading to poor interpretation of research, reduced confidence in engaging with the scientific literature, and important barriers to academic productivity [–]. Despite the recognized importance of these skills, many residents and fellows report a lack of structured, formal training during their subspecialty education [–, ]. Objective assessments consistently reveal low proficiency in basic statistical concepts, with mean scores typically ranging from 41% to 55% [, , ]. Furthermore, a significant challenge in medical education is the “metacognitive gap”, a misalignment where perceived confidence or seniority does not necessarily correlate with objective performance [–]. This discrepancy suggests that educational interventions must address not only knowledge acquisition but also self-efficacy and the calibration of professional confidence [, ]. Traditional didactic lectures often fall short of addressing these needs [, , ]. Indeed, more than 95% of medical students prefer practical statistics teaching tailored to their specific field of study for future curricula []. Current evidence suggests that applied, hands-on, and context-specific educational models can improve learners’ objective knowledge of biostatistics, statistical self-efficacy, and overall satisfaction [, –]. For subspecialty trainees, particularly in certain clinical disciplines such as oncology, specialty-tailored workshops that link didactic content with interactive discussions of discipline-relevant clinical data and publications have been shown to enhance perceived relevance, engagement, and educational value [, , ].