Delivering blended bioinformatics training in resource-limited settings: a case study on the University of Khartoum H3ABioNet node

Challenges and opportunities of developing bioinformatics platforms in Africa: the case of BurkinaBioinfo at Joseph Ki-Zerbo University, Burkina Faso

Bioinformatics, an interdisciplinary field combining biology and computer science, enables meaningful information to be extracted from complex biological data. The exponential growth of biological data, driven by high-throughput omics technologies and advanced sequencing methods, requires robust computational resources. Worldwide, bioinformatics skills and computational clusters are essential for managing and analysing large-scale biological datasets across health, agriculture, and environmental science, which are crucial for the African continent. In Burkina Faso, the establishment of bioinformatics infrastructure has been a gradual process. Initial training initiatives between 2015-2016, including bioinformatics courses and the establishment of the BurkinaBioinfo (BBi) platform, marked significant progress. Over 250 scientists have been trained at diverse levels in bioinformatics, 105 user accounts have been created for high-performance computing access. Operational since 2019, this platform has significantly facilitated training programs for scientists and system administrators in west Africa, covering data production, introductory bioinformatics, phylogenetic analysis, and metagenomics. Financial and technical support from various sources has facilitated the rapid development of the platform to meet the growing need for bioinformatics analysis, particularly in conjunction with local 'wet labs'. Establishing a bioinformatics cluster in Burkina Faso involved identifying the needs of researchers, selecting appropriate hardware and installing the necessary bioinformatics tools. At present, the main challenges for the BBi platform include ongoing staff training in bioinformatics skills and high-level IT infrastructure management in the face of growing infrastructure demands. Despite these challenges, the establishment of a bioinformatics platform in Burkina Faso offers significant opportunities for scientific research and economic development in the country.

Comparison of knowledge, attitude, practice and predictors of self-medication with antibiotics among medical and non-medical students in Tanzania

Introduction: Self-medication with antibiotics (SMA) is a widespread problem in developing nations, including Tanzania. Methods: This study compared knowledge, attitudes, practices, and factors influencing antibiotic SMA among medical and non-medical students. Results: The prevalence of SMA among medical students was 49.1% and 59.2% among non-medical students, respectively. The mean knowledge score of medical students (6.4) was significantly higher (p-value <0.001) than that of non-medical students (5.6). The main factors influencing SMA practices were the availability of antibiotics without a prescription, easy access to pharmacies, and a lack of knowledge about the risks of SMA. This experience was pivotal in influencing medical students to take antibiotics, with a substantial proportion of 67.5% as opposed to 59.4% of non-medical students. Medical students were 1.6 times more likely to self-medicate with antibiotics than non-medical students (Adjusted Odds Ratio (AOR): 1.6; 95% Confidence Interval (CI): 1.2-2.3, p-value = 0.004). Age was also associated with self-medication, with an AOR of 1.1 (95% CI: 1.04-1.2, p-value = 0.006) per year increase in age. Additionally, attitude was associated with self-medication, with an AOR of 1.05 (95% CI: 1.04-1.1, p-value = 0.001) per unit increase in attitude score. Discussion: No significant associations were found between sex, marital status, having children, year of study, knowledge score, and self-medication with antibiotics. This study emphasizes the importance of educational interventions and public awareness campaigns to promote antimicrobial stewardship, appropriate antibiotic use, and preventing pharmacies from dispensing antibiotics without a prescription.

A mentorship and incubation program using project-based learning to build a professional bioinformatics pipeline in Kenya

The demand for well-trained bioinformaticians to support genomics research continues to rise. Unfortunately, undergraduate training in Kenya does not prepare students for specialization in bioinformatics. Graduates are often unaware of the career opportunities in bioinformatics, and those who are may lack mentors to help them choose a specialization. The Bioinformatics Mentorship and Incubation Program seeks to bridge the gap by laying the foundation for a bioinformatics training pipeline using project-based learning. The program selects six participants through an intensive open recruitment exercise for highly competitive students to join the program for four months. The six interns undergo intensive training within the first one and a half months before being assigned to mini-projects. We track the progress of the interns weekly through code review sessions and a final presentation at the end of the four months. We have trained five cohorts, most of whom have secured master's scholarships within and outside the country and job opportunities. We demonstrate the benefit of structured mentorship using project-based learning in filling the training gap after undergraduate programs to generate well-trained bioinformaticians who are competitive in graduate programs and bioinformatics jobs.

E-learning strategies from a bioinformatics postgraduate programme to improve student engagement and completion rate

Motivation

E-learning is the standard solution adopted in transnational study programmes for which multiple face-to-face learning places are not an option. Bioinformatics is compatible with e-learning because its resource requirements are low. Online learning, however, is usually associated with high dropout rates because students start from a very low computational level and/or they need support to conduct practical analyses on their own.

Results

In this article, we analyse the academic results of an online bioinformatics educational programme based on learning communities. The programme has been offered by the Spanish Pablo de Olavide University for more than 5 years with a completion rate of close to 90%. Learning bioinformatics requires technical and operational competencies that can only be acquired through a practical methodology. We have thus developed a student-centred and problem-based constructivist learning model; the model uses faculty and peer mentoring to drive individual work and retain students. Regarding our innovative learning model, the recruitment level (i.e. the number of applicants per available places and international origin), the results obtained (i.e. the retention index and learning outcomes) as well as the satisfaction index expressed by students and faculty lead us to regard this programme as a successful strategy for online graduate learning in bioinformatics.

Availability and implementation

All data and results for this article are available in the figures and supplementary files. The current syllabus (Supplementary File S7) and other details of the course are available at: https://www.upo.es/postgrado/Diploma-de-Especializacion-Analisis-Bioinformatico and https://www.upo.es/postgrado/Master-Analisis-Bioinformatico-Avanzado.

Supplementary information

Supplementary data are available at Bioinformatics Advances online.

Bioinformatics in Sudan: Status and challenges case study: The National University-Sudan

The ever increasing applications of bioinformatics in providing effective interpretation of large and complex biological data require expertise in the use of sophisticated computational tools and advanced statistical tests, skills that are mostly lacking in the Sudanese research community. This can be attributed to paucity in the development and promotion of bioinformatics, lack of senior bioinformaticians, and the general status quo of inadequate research funding in Sudan. In this paper, we describe the challenges that have encountered the development of bioinformatics as a discipline in Sudan. Additionally, we highlight on specific actions that may help develop and promote its education and training. The paper takes the National University Biomedical Research Institute (NUBRI) as an example of an institute that has tackled many of these challenges and strives to drive powerful efforts in the development of bioinformatics in the country.

Bioinformatics is gaining recognition globally and in Sudan as an important subdiscipline of biological sciences, one that enables researchers to efficiently interpret complex biological data. A limited number of Sudanese academic institutions have acknowledged this field despite its increasingly recognized importance. The development of bioinformatics in the country requires interdisciplinary collaborations involving experts in life sciences, research methodology, healthcare, computer, and data sciences. This can be achieved through designing educational programs and workshops alongside proposing and establishing effective collaborative research projects. In this context, we comprehensively discussed the present state of bioinformatics in Sudan, the challenges faced, as well as the efforts exerted by academic institutions including NUBRI, to upgrade infrastructure and establish local and international collaborations.

Capacity building for whole genome sequencing of Mycobacterium tuberculosis and bioinformatics in high TB burden countries

Background

Whole genome sequencing (WGS) is increasingly used for Mycobacterium tuberculosis (Mtb) research. Countries with the highest tuberculosis (TB) burden face important challenges to integrate WGS into surveillance and research.

Methods

We assessed the global status of Mtb WGS and developed a 3-week training course coupled with long-term mentoring and WGS infrastructure building. Training focused on genome sequencing, bioinformatics and development of a locally relevant WGS research project. The aim of the long-term mentoring was to support trainees in project implementation and funding acquisition. The focus of WGS infrastructure building was on the DNA extraction process and bioinformatics.

Findings

Compared to their TB burden, Asia and Africa are grossly underrepresented in Mtb WGS research. Challenges faced resulted in adaptations to the training, mentoring and infrastructure building. Out-of-date laptop hardware and operating systems were overcome by using online tools and a Galaxy WGS analysis pipeline. A case studies approach created a safe atmosphere for students to formulate and defend opinions. Because quality DNA extraction is paramount for WGS, a biosafety level 3 and general laboratory skill training session were added, use of commercial DNA extraction kits was introduced and a 2-week training in a highly equipped laboratory was combined with a 1-week training in the local setting.

Interpretation

By developing and sharing the components of and experiences with a sequencing and bioinformatics training program, we hope to stimulate capacity building programs for Mtb WGS and empower high-burden countries to play an important role in WGS-based TB surveillance and research.