Keywords
Biostatistics Education
Teaching
Learning
Perception
Knowledge
Health Education
Health Sciences
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Abstract
Objective: To identify, in the scientific literature, the main difficulties related to the teaching and learning process of Biostatistics in the health field. Methods: Integrative literature review guided by the question: “What are the main difficulties in the teaching-learning process of Biostatistics in health education?”. The search was conducted in the PubMed/MEDLINE, LILACS, BVS, SciELO, Scopus, and Web of Science databases, using the DeCS/MeSH descriptors: biostatistics, biostatistics education, teaching, learning, perception, knowledge, health education, and health sciences, combined with the Boolean operators AND/OR. Original articles published between 2020 and 2025 in Portuguese, English, and Spanish were included, using a data extraction form for qualitative synthesis. Results: Eight studies were included. The evidence revealed multifactorial barriers, highlighting statistical anxiety, low mathematical/computational self-confidence, difficulties in interpreting symbols, and the predominance of traditional teaching methodologies with limited practical contextualization. Conversely, active methodologies and contextualized strategies showed potential to reverse this scenario, improving student engagement and academic performance. Final considerations: The study identified cognitive and pedagogical barriers that may guide curricular restructuring, with limitations related to the restricted time frame and the small number of eligible studies. It is considered that overcoming these obstacles requires a transition toward active, contextualized, and practical approaches capable of strengthening core statistical competencies essential for healthcare education.
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