Award-Winning Biostatistics Tutors
Award-Winning Biostatistics Tutors
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Award-Winning Biostatistics Tutors
I'm currently a fourth year medical student at a private medical school in Texas. I've been involved with tutoring since middle school continuing all the way through medical school. There are so many ...
Education & Certificates
The University of Alabama
Bachelor of Science, Biology, General
Baylor College of Medicine
Doctor of Medicine, Public Health
ACT Scores
I'm a fourth year medical student at the University of Pennsylvania who is applying to pediatrics residency programs. I graduated in 2006 from Yale University with a bachelors degree in History. I sub...
Education & Certificates
University of Pennsylvania
PHD, Medicine and Education
University of Pennsylvania
Master's degree in Education
ACT Scores
I am a recent graduate from a masters program in biostatistics at Columbia University. I received my Bachelor of Arts in biological sciences, with a focus in neurobiology at Northwestern University. I...
Education & Certificates
Columbia University
Masters in biostatistics
Northwestern University
Bachelor of Arts in biological sciences (focus in neurobiology)
SAT Scores
I am currently applying for medical school and working towards a masters in public health. I have experience working with many different ages ranging from middle school to college level students. Most...
Education & Certificates
Princeton University
Bachelors
I'm a graduate student at MIT. I started tutoring from my first year of undergrad because I had such wonderful experiences when I was in high school learning with friends and upperclassmen. I am perso...
Education & Certificates
Johns Hopkins University
Bachelor of Science, Chemical and Biomolecular Engineering
SAT Scores
I am a current medical student at the University of Michigan Medical School. I studied biology, business and Spanish at the University of Alabama, graduating summa cum laude. During college, I worked ...
Education & Certificates
The University of Alabama
Bachelor of Science, Biology, General
The University of Michigan
Doctor of Medicine, Alternative and Complementary Medicine and Medical Systems, General
I am currently a fourth year medical student in Indianapolis. I completed my undergraduate education at Indiana University Bloomington, where I majored in Biology and Spanish. I also completed two min...
Education & Certificates
Indiana University-Bloomington
Bachelor of Science, Biology, General
Indiana University-Purdue University-Indianapolis
Doctor of Medicine, Community Health and Preventive Medicine
ACT Scores
I'm not teaching biology to undergraduate majors at ASU, I research topics in aquatic ecology. Understanding the connectedness and patterns of environmental processes in aquatic ecosystems drives my p...
Education & Certificates
Arizona State University
Master of Science, Biology, General
University of Notre Dame
Bachelor of Science, Environmental Sciences
ACT Scores
I'm in my final year of medical school and have an interest in specializing in Oncology. I did my undergraduate degree in Biology with a minor in Chemistry and a concentration in Pre-Professional Heal...
Education & Certificates
Cleveland State University
Bachelor of Science, Biology, General
University of Medicine and Health Sciences
Doctor of Medicine, Osteopathic Medicine (DO)
ACT Scores
I am exploring my creativity by pursuing a double major in Asian Languages and Cultures with a focus in Korean, studying abroad in South Korea as a Benjamin A. Gilman Scholar, leading workshops that t...
Education & Certificates
Northwestern University
Bachelor of Science, Biomedical Engineering
ACT Scores
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I am a graduate of The University of Pennsylvania in Philadelphia. I received a Bachelor of Arts in Biology (Neurobiology concentration), a Bachelor of Science in Economics (Healthcare Management and Policy concentration), and a Master's in Biology. Throughout my undergraduate, I have loved tutoring college and high school students in Math, English, Physics, and Biology. I have also volunteered as an ESL instructor. As a medical school applicant, I have taken numerous standardized tests, and I love helping students figure out strategies that work best for their learning! In my spare time, I enjoy teaching kickboxing, dancing, and baking.
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I am a graduate student at the Harvard School of Public Health living, working, and studying in Boston, MA. I have a passion for people and for learning. Specifically, I have studied Spanish for ten years, and graduated from Bucknell University with a degree in Spanish in 2014. I have served as a teaching assistant for a class of ESL kindergarteners and have lived abroad in Costa Rica and Mexico. I am comfortable with students of all ages and ability levels in Spanish, and also available for ESL tutoring. I also have a degree in Biology, and my current graduate school program and research incorporate a lot of statistics. Therefore, I am also comfortable with tutoring in high school and undergraduate level biology and statistics. I am available most evenings and weekends. I can work online or in person in the Boston area. I am flexible to work with your schedule! Hobbies: swimming, writing, reading, cooking, traveling, music, running, hiking, art, travel, books
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I'm a rising Junior at the University of Chicago studying Computational Neurosciences and Fundamentals: Literature & Philosophy. I've tutored 7th and 8th graders in Basic Algebra and essay construction and taught undergraduates Biostatistics and the literature of Valdimir Nabokov, so I'm prepared to work with any age or skill level. When I'm not tutoring this summer, I'll be doing electrophysiological research at NYU's Center for Neural Science and preparing to write my BA on James Joyce's Ulysses. I'm extremely versatile with expertise in a range of subjects and really enjoy helping students learn. I also excel at standardized testing and am excited to share the strategies that made me successful. In my free time, some of my favorite things to do are act, play guitar, and bike along the river. Hobbies: reading, writing, art, books, music
Courage
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I am passionate about teaching and enjoy seeing my students excel in their academic careers in general. I have a varied background, skillsets, and experience in Computer Science, Environmental Science, and Information Technology. Over my career journey, I have taught at different levels, including elementary, high school, college, and organizational levels.
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I am a dedicated, highly motivated individual with a passion for enhancing the learning experiences of others. I have taught as a classroom teacher and as a volunteer at state and national parks for the past few years. I focus particularly on highlighting connections between various subject matter to individuals' everyday lives. After I graduated with my Masters degree from Johns Hopkins University in 2014, I moved to New Mexico to pursue a career in environmental conservation. I currently work as a supervisor for an AmeriCorps program that provides opportunities for young adults to gain skills working in the field of conservation while also receiving training for personal and professional development. I aspire to become a ranger with the National Park Service and a freelance writer.
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I am a University of Pennsylvania educated tutor with expert knowledge in pre-medical courses and public health statistical analysis. I have three years of experience in bench genetics and clinical research. I really enjoy sciences and writing and have good eye for essay editing. I have taken each and every one of the tests and classes I tutor in repeatedly so my tutoring sessions will also include effective study strategy tips. When I am not nerding out, I enjoy Netflix shows and salsa dancing. I would be happy to provide you with any academic help you need.
Ted
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I am an M.D. from Houston with an excellent academic background and a passion for teaching. I am affable, reliable, and I go the extra mile for each and every student.
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Frequently Asked Questions
Students often find hypothesis testing and p-value interpretation challenging—many memorize the mechanics without understanding what they're actually testing or why a p-value isn't the probability their hypothesis is true. Survival analysis and time-to-event data also trip up students because they require thinking about censoring and risk sets differently than standard statistical methods. Additionally, the transition from basic probability to applied distributions (binomial, normal, Poisson) in a biological context confuses students who haven't connected the math to real research scenarios like disease prevalence or drug efficacy trials.
Expert tutors connect abstract formulas to real biomedical research—for example, explaining why the standard error matters by showing how it relates to confidence intervals in a clinical trial context, rather than just deriving it algebraically. They help students practice interpreting output from statistical software (R, SAS, SPSS) by asking questions like 'What does this confidence interval tell us about the treatment effect?' rather than 'How do you calculate it?' This approach builds conceptual understanding by anchoring statistics to the biological questions researchers actually ask.
Regression in Biostatistics involves not just fitting lines but interpreting coefficients in context—understanding that a log-odds ratio in logistic regression isn't intuitive, or that confounding and interaction terms require thinking about causal relationships, not just correlation. Students also struggle with model assumptions (linearity, homoscedasticity, independence) because they're used to seeing these as checkbox items rather than conditions that affect whether their conclusions about patient outcomes or disease mechanisms are valid. Tutors help by working through real datasets where violations of assumptions actually matter to interpretation.
Many Biostatistics word problems hide the statistical question in clinical or epidemiological language—a student might read 'Does this drug reduce mortality?' but not recognize it as a hypothesis test problem. Tutors teach students to identify key components: What's the population? What's being measured? Is this about comparing groups, estimating a parameter, or predicting outcomes? By working through problems systematically and asking 'What statistical method answers this question and why?', students develop the pattern recognition to tackle unfamiliar scenarios on exams or in research projects.
Tutors help students use software (R, SAS, or Python) not as a black box but as a tool for understanding—running analyses, interpreting output, and checking assumptions. For example, a tutor might have a student generate a Q-Q plot to visually assess normality, then discuss what violations mean for their inference about treatment effects. This hands-on approach prevents the common mistake of running analyses without understanding what assumptions they require or how to validate results, which is critical in biomedical research where incorrect conclusions affect real patients.
Probability is foundational—students who struggle with conditional probability, Bayes' theorem, or probability distributions often hit a wall when learning likelihood-based inference or understanding sensitivity and specificity in diagnostic testing. Tutors identify gaps in probability understanding early and reinforce concepts like 'P(disease | positive test) is not the same as P(positive test | disease)' through clinical examples, since Biostatistics students need these concepts to interpret medical tests correctly. Building this foundation prevents students from memorizing formulas without grasping why they work.
Study design (randomized controlled trials, observational studies, cohort designs) directly determines which statistical methods are appropriate and what conclusions can be drawn—but many students treat design as separate from analysis rather than foundational to it. Tutors help students see that confounding in an observational study requires different analytical approaches than a randomized trial, and that the design determines whether you can claim causation. This connection is crucial because misunderstanding design often leads to inappropriate statistical choices and overstated conclusions.
Biostatistics anxiety often stems from feeling like there's one 'right way' to solve a problem or interpret results, when actually the field requires judgment about assumptions, sample size, and practical significance. Tutors reduce anxiety by emphasizing that expert statisticians also check assumptions, run sensitivity analyses, and consult references—it's not about memorizing everything. Working through problems step-by-step, asking 'Why does this method work here?' and 'What could go wrong?', helps students see themselves as problem-solvers rather than formula-appliers, which builds genuine confidence for exams and real research work.
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