Best practices in bioinformatics training for life scientists
Identifieur interne : 000342 ( Pmc/Curation ); précédent : 000341; suivant : 000343Best practices in bioinformatics training for life scientists
Auteurs : Allegra Via ; Thomas Blicher ; Erik Bongcam-Rudloff ; Michelle D. Brazas ; Cath Brooksbank ; Aidan Budd ; Javier De Las Rivas ; Jacqueline Dreyer ; Pedro L. Fernandes ; Celia Van Gelder ; Joachim Jacob ; Rafael C. Jimenez ; Jane Loveland ; Federico Moran ; Nicola Mulder ; Tommi Nyrönen ; Kristian Rother ; Maria Victoria Schneider ; Teresa K. AttwoodSource :
- Briefings in Bioinformatics [ 1467-5463 ] ; 2013.
Abstract
The mountains of data thrusting from the new landscape of modern high-throughput biology are irrevocably changing biomedical research and creating a near-insatiable demand for training in data management and manipulation and data mining and analysis. Among life scientists, from clinicians to environmental researchers, a common theme is the need not just to use, and gain familiarity with, bioinformatics tools and resources but also to understand their underlying fundamental theoretical and practical concepts. Providing bioinformatics training to empower life scientists to handle and analyse their data efficiently, and progress their research, is a challenge across the globe. Delivering good training goes beyond traditional lectures and resource-centric demos, using interactivity, problem-solving exercises and cooperative learning to substantially enhance training quality and learning outcomes. In this context, this article discusses various pragmatic criteria for identifying training needs and learning objectives, for selecting suitable trainees and trainers, for developing and maintaining training skills and evaluating training quality. Adherence to these criteria may help not only to guide course organizers and trainers on the path towards bioinformatics training excellence but, importantly, also to improve the training experience for life scientists.
Url:
DOI: 10.1093/bib/bbt043
PubMed: 23803301
PubMed Central: 3771230
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<front><div type="abstract" xml:lang="en"><p>The mountains of data thrusting from the new landscape of modern high-throughput biology are irrevocably changing biomedical research and creating a near-insatiable demand for training in data management and manipulation and data mining and analysis. Among life scientists, from clinicians to environmental researchers, a common theme is the need not just to use, and gain familiarity with, bioinformatics tools and resources but also to understand their underlying fundamental theoretical and practical concepts. Providing bioinformatics training to empower life scientists to handle and analyse their data efficiently, and progress their research, is a challenge across the globe. Delivering good training goes beyond traditional lectures and resource-centric demos, using interactivity, problem-solving exercises and cooperative learning to substantially enhance training quality and learning outcomes. In this context, this article discusses various pragmatic criteria for identifying training needs and learning objectives, for selecting suitable trainees and trainers, for developing and maintaining training skills and evaluating training quality. Adherence to these criteria may help not only to guide course organizers and trainers on the path towards bioinformatics training excellence but, importantly, also to improve the training experience for life scientists.</p>
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<front><journal-meta><journal-id journal-id-type="nlm-ta">Brief Bioinform</journal-id>
<journal-id journal-id-type="iso-abbrev">Brief. Bioinformatics</journal-id>
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<journal-id journal-id-type="hwp">bib</journal-id>
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<issn pub-type="ppub">1467-5463</issn>
<issn pub-type="epub">1477-4054</issn>
<publisher><publisher-name>Oxford University Press</publisher-name>
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</journal-meta>
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<article-id pub-id-type="pmc">3771230</article-id>
<article-id pub-id-type="doi">10.1093/bib/bbt043</article-id>
<article-id pub-id-type="publisher-id">bbt043</article-id>
<article-categories><subj-group subj-group-type="heading"><subject>Papers</subject>
</subj-group>
</article-categories>
<title-group><article-title>Best practices in bioinformatics training for life scientists</article-title>
</title-group>
<contrib-group><contrib contrib-type="author" corresp="yes"><name><surname>Via</surname>
<given-names>Allegra</given-names>
</name>
<xref ref-type="bio" rid="d35e36">*</xref>
</contrib>
<contrib contrib-type="author"><name><surname>Blicher</surname>
<given-names>Thomas</given-names>
</name>
<xref ref-type="bio" rid="d35e47">*</xref>
</contrib>
<contrib contrib-type="author"><name><surname>Bongcam-Rudloff</surname>
<given-names>Erik</given-names>
</name>
<xref ref-type="bio" rid="d35e58">*</xref>
</contrib>
<contrib contrib-type="author"><name><surname>Brazas</surname>
<given-names>Michelle D.</given-names>
</name>
<xref ref-type="bio" rid="d35e69">*</xref>
</contrib>
<contrib contrib-type="author"><name><surname>Brooksbank</surname>
<given-names>Cath</given-names>
</name>
<xref ref-type="bio" rid="d35e80">*</xref>
</contrib>
<contrib contrib-type="author"><name><surname>Budd</surname>
<given-names>Aidan</given-names>
</name>
<xref ref-type="bio" rid="d35e91">*</xref>
</contrib>
<contrib contrib-type="author"><name><surname>De Las Rivas</surname>
<given-names>Javier</given-names>
</name>
<xref ref-type="bio" rid="d35e102">*</xref>
</contrib>
<contrib contrib-type="author"><name><surname>Dreyer</surname>
<given-names>Jacqueline</given-names>
</name>
<xref ref-type="bio" rid="d35e113">*</xref>
</contrib>
<contrib contrib-type="author"><name><surname>Fernandes</surname>
<given-names>Pedro L.</given-names>
</name>
<xref ref-type="bio" rid="d35e124">*</xref>
</contrib>
<contrib contrib-type="author"><name><surname>van Gelder</surname>
<given-names>Celia</given-names>
</name>
<xref ref-type="bio" rid="d35e135">*</xref>
</contrib>
<contrib contrib-type="author"><name><surname>Jacob</surname>
<given-names>Joachim</given-names>
</name>
<xref ref-type="bio" rid="d35e146">*</xref>
</contrib>
<contrib contrib-type="author"><name><surname>Jimenez</surname>
<given-names>Rafael C.</given-names>
</name>
<xref ref-type="bio" rid="d35e158">*</xref>
</contrib>
<contrib contrib-type="author"><name><surname>Loveland</surname>
<given-names>Jane</given-names>
</name>
<xref ref-type="bio" rid="d35e169">*</xref>
</contrib>
<contrib contrib-type="author"><name><surname>Moran</surname>
<given-names>Federico</given-names>
</name>
<xref ref-type="bio" rid="d35e180">*</xref>
</contrib>
<contrib contrib-type="author"><name><surname>Mulder</surname>
<given-names>Nicola</given-names>
</name>
<xref ref-type="bio" rid="d35e191">*</xref>
</contrib>
<contrib contrib-type="author"><name><surname>Nyrönen</surname>
<given-names>Tommi</given-names>
</name>
<xref ref-type="bio" rid="d35e202">*</xref>
</contrib>
<contrib contrib-type="author"><name><surname>Rother</surname>
<given-names>Kristian</given-names>
</name>
<xref ref-type="bio" rid="d35e213">*</xref>
</contrib>
<contrib contrib-type="author"><name><surname>Schneider</surname>
<given-names>Maria Victoria</given-names>
</name>
<xref ref-type="corresp" rid="bbt043-COR2">*</xref>
<xref ref-type="bio" rid="d35e229">*</xref>
</contrib>
<contrib contrib-type="author"><name><surname>Attwood</surname>
<given-names>Teresa K.</given-names>
</name>
<xref ref-type="corresp" rid="bbt043-COR2">*</xref>
<xref ref-type="bio" rid="d35e242">*</xref>
</contrib>
</contrib-group>
<author-notes><corresp id="bbt043-COR1">Corresponding author. Allegra Via, Department of Physics, Sapienza University, P.le Aldo Moro 5, 00185 Rome, Italy. Tel: <phone>+39 0649694287</phone>
; Fax: <fax>+39 064957697</fax>
; Email: <email>allegra.via@uniroma1.it</email>
</corresp>
<corresp id="bbt043-COR2">*These authors contributed equally to this work.</corresp>
</author-notes>
<pub-date pub-type="ppub"><month>9</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub"><day>25</day>
<month>6</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="pmc-release"><day>25</day>
<month>6</month>
<year>2013</year>
</pub-date>
<pmc-comment> PMC Release delay is 0 months and 0 days and was based on the
. </pmc-comment>
<volume>14</volume>
<issue>5</issue>
<fpage>528</fpage>
<lpage>537</lpage>
<history><date date-type="received"><day>15</day>
<month>2</month>
<year>2013</year>
</date>
<date date-type="accepted"><day>10</day>
<month>5</month>
<year>2013</year>
</date>
</history>
<permissions><copyright-statement>© The Author 2013. Published by Oxford University Press.</copyright-statement>
<copyright-year>2013</copyright-year>
<license license-type="creative-commons" xlink:href="http://creativecommons.org/licenses/by/3.0/"><license-p><pmc-comment>CREATIVE COMMONS</pmc-comment>
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (<ext-link ext-link-type="uri" xlink:href="http://creativecommons.org/licenses/by/3.0/">http://creativecommons.org/licenses/by/3.0/</ext-link>
), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited.</license-p>
</license>
</permissions>
<abstract><p>The mountains of data thrusting from the new landscape of modern high-throughput biology are irrevocably changing biomedical research and creating a near-insatiable demand for training in data management and manipulation and data mining and analysis. Among life scientists, from clinicians to environmental researchers, a common theme is the need not just to use, and gain familiarity with, bioinformatics tools and resources but also to understand their underlying fundamental theoretical and practical concepts. Providing bioinformatics training to empower life scientists to handle and analyse their data efficiently, and progress their research, is a challenge across the globe. Delivering good training goes beyond traditional lectures and resource-centric demos, using interactivity, problem-solving exercises and cooperative learning to substantially enhance training quality and learning outcomes. In this context, this article discusses various pragmatic criteria for identifying training needs and learning objectives, for selecting suitable trainees and trainers, for developing and maintaining training skills and evaluating training quality. Adherence to these criteria may help not only to guide course organizers and trainers on the path towards bioinformatics training excellence but, importantly, also to improve the training experience for life scientists.</p>
</abstract>
<kwd-group><kwd>bioinformatics</kwd>
<kwd>training</kwd>
<kwd>bioinformatics courses</kwd>
<kwd>training life scientists</kwd>
<kwd>train the trainers</kwd>
</kwd-group>
<counts><page-count count="10"></page-count>
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