Nine quick tips for efficient bioinformatics curriculum development and training

A data science practicum to introduce undergraduate students to bioinformatics for research

An explosion of data available in the life sciences has shifted the discipline toward genomics and quantitative data science research. Institutions of higher learning have been addressing this shift by modifying undergraduate curriculums resulting in an increasing number of bioinformatics courses and research opportunities for undergraduates. The goal of this study was to explore how a newly designed introductory bioinformatics seminar could leverage the combination of in-class instruction and independent research to build the practical skill sets of undergraduate students beginning their careers in the life sciences. Participants were surveyed to assess learning perceptions toward the dual curriculum. Most students had a neutral or positive interest in these topics before the seminar and reported increased interest after the seminar. Students had increases in confidence level in their bioinformatic proficiency and understanding of ethical principles for data/genomic science. By combining undergraduate research with directed bioinformatics skills, classroom seminars facilitated a connection between student's life sciences knowledge and emerging research tools in computational biology.

Library or iSchool Involvement in Health-Related Informatics Education

Objective: An underexplored area in Library and Information Science (LIS) is the development of educational offerings and partnerships in Health-Related Informatics (HRI) (e.g., bioinformatics, clinical informatics, health informatics). The purpose of this study is to identify which disciplines are collaborating in HRI education and how partnerships developed. Methods: This study was conducted in two parts: a website review and survey. Seventy-seven North American ALA-accredited and iSchool member websites were searched between November 2019-March 2020 for HRI-related educational offerings and which academic units were involved. Two hundred sixteen individuals involved in LIS and/or HRI education were contacted for a 40-question survey that included: their roles and responsibilities regarding HRI education; the alignment of this education with strategic plans or competencies; and how HRI partnerships developed. The survey also asked those who were not currently partnering in HRI education which factors influenced their circumstances. Results: 352 HRI educational offerings existed within ALA-accredited or iSchool programs. A total of 38 (17.5%) responded to the survey. For almost two-thirds of these, there was no indication of partnership in that education (213/352, 60.5%). LIS or iSchool involvement in HRI is just under one-third of all offerings (111/352, 31%). “Health or healthcare” informatics (35) or “biomedical or bioinformatics” were the most common types of HRI offered from the website review and survey. Conclusions: Opportunities exist for LIS programs to form HRI educational partnerships that will provide richer educational offerings for LIS students and health sciences librarians.