Bioinformatics Curriculum Guidelines: Toward a Definition of Core Competencies

Welch, Lonnie R.; Lewitter, Fran; Schwartz, Russell; Brooksbank, Cath; Radivojac, Predrag; Gaëta, Bruno; Schneider, Maria Victoria

doi:10.1371/journal.pcbi.1003496

Cited by 122 publications

(120 citation statements)

References 20 publications

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“…This work began primarily in the late 1980s 1 and has continued. 2,3 Much of this work has focused on competencies for those who identified themselves as representing different specialties in the field, including biomedical informaticians, 2,4 bioinformaticians, 5 clinical informaticians, 6 and nurse informaticians. 7 Other work has focused on informatics competencies for other practitioners, including medical students, 14 pharmacists, 1 practicing nurses, 15,16 and public health workers.…”

Section: Discussionmentioning

confidence: 99%

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Core informatics competencies for clinical and translational scientists: what do our customers and collaborators need to know?

Valenta

Meagher

Tachinardi

et al. 2016

Journal of the American Medical Informatics Association

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Since the inception of the Clinical and Translational Science Award (CTSA) program in 2006, leaders in education across CTSA sites have been developing and updating core competencies for Clinical and Translational Science (CTS) trainees. By 2009, 14 competency domains, including biomedical informatics, had been identified and published. Since that time, the evolution of the CTSA program, changes in the practice of CTS, the rapid adoption of electronic health records (EHRs), the growth of biomedical informatics, the explosion of big data, and the realization that some of the competencies had proven to be difficult to apply in practice have made it clear that the competencies should be updated. This paper describes the process undertaken and puts forth a new set of competencies that has been recently endorsed by the Clinical Research Informatics Workgroup of AMIA. In addition to providing context and background for the current version of the competencies, we hope this will serve as a model for revision of competencies over time.

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Section: Discussionmentioning

confidence: 99%

“…[1][2][3][4][5][6][7] As the field continues to evolve, competencies must be adjusted accordingly. Most efforts to define informatics competencies have been regarding those to be demonstrated by informatics professionals.…”

Section: Introductionmentioning

confidence: 99%

Core informatics competencies for clinical and translational scientists: what do our customers and collaborators need to know?

Valenta

Meagher

Tachinardi

et al. 2016

Journal of the American Medical Informatics Association

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show abstract

“…In addition, research has neglected that in different subject areas or fields of research there are different "institutional cultures" which might require specific interpersonal competences (Kezar & Eckel, 2002). For example, measurement-related competence models for public health students (Calhoun, McElligott, Weist, & Raczynski, 2012) differ considerably from those in the field of bioinformatics (Welch et al, 2014). On the contrary, others have argued that interpersonal competences are general, trait-like, and extensive in nature and therefore measurements do not have to be adapted to different subject areas or study programs (e.g., PertegalFelices, Castejón-Costa, & Jimeno-Morenilla, 2014).…”

Section: Principles Of Interpersonal Competence Measurement and Develmentioning

confidence: 99%

Interpersonal Competence Development of University Students -Exploring a Social Problem-Solving Measurement Approach

Astleitner¹,

Ortner²

2017

JEHD

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“…As the field of bioinformatics is still evolving [7], which skills and knowledge should be mandatory to become a specialist are still matter of debate [8,9]. For example, the recent advances in wet lab automated technologies, such as next generation sequencing (NGS) and mass spectroscopy techniques, has overwhelmingly increased the capacity to generate a huge amount of data that can only be treated using computers.…”

Section: Introductionmentioning

confidence: 99%

“…However, bioinformatics is complex and multidisciplinary, requiring expertise from biology, physical chemistry, maths, computer science, and statistics [12]. Thus, several authors now acknowledge that teaching fundamental concepts and developing basic bioinformatics skills is essential curriculum for life science students [8,[13][14][15][16].…”

Section: Introductionmentioning

confidence: 99%

Implementing a web‐based introductory bioinformatics course for non‐bioinformaticians that incorporates practical exercises

Vincent

Bourbonnais

Brouard

et al. 2017

Biochem Molecular Bio Educ

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A recent scientific discipline, bioinformatics, defined as using informatics for the study of biological problems, is now a requirement for the study of biological sciences. Bioinformatics has become such a powerful and popular discipline that several academic institutions have created programs in this field, allowing students to become specialized. However, biology students who are not involved in a bioinformatics program also need a solid toolbox of bioinformatics software and skills. Therefore, we have developed a completely online bioinformatics course for non‐bioinformaticians, entitled “BIF‐1901 Introduction à la bio‐informatique et à ses outils (Introduction to bioinformatics and bioinformatics tools),” given by the Department of Biochemistry, Microbiology, and Bioinformatics of Université Laval (Quebec City, Canada). This course requires neither a bioinformatics background nor specific skills in informatics. The underlying main goal was to produce a completely online up‐to‐date bioinformatics course, including practical exercises, with an intuitive pedagogical framework. The course, BIF‐1901, was conceived to cover the three fundamental aspects of bioinformatics: (1) informatics, (2) biological sequence analysis, and (3) structural bioinformatics. This article discusses the content of the modules, the evaluations, the pedagogical framework, and the challenges inherent to a multidisciplinary, fully online course. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(1):31–38, 2018.

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Bioinformatics Curriculum Guidelines: Toward a Definition of Core Competencies

Cited by 122 publications

References 20 publications

Core informatics competencies for clinical and translational scientists: what do our customers and collaborators need to know?

Core informatics competencies for clinical and translational scientists: what do our customers and collaborators need to know?

Interpersonal Competence Development of University Students -Exploring a Social Problem-Solving Measurement Approach

Implementing a web‐based introductory bioinformatics course for non‐bioinformaticians that incorporates practical exercises

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