A review of bioinformatics education in the UK

If the completion of the first draft of the human genome represents the coming of age of bioinformatics, then the emergence of bioinformatics as a university degree subject represents its establishment. In this paper bioinformatics as a subject for formal study is discussed, rather than as a subject for research, and a selection of the taught, mainly graduate, courses currently available in the UK are reviewed. Throughout, the author tries to draw parallels between the integration of bioinformatics into biomedical research and teaching today, and that of molecular biology, two decades ago. Others have made this analogy between these two relatively young disciplines. Although research sources are referenced, the author makes no pretence of objectivity. This article contains his opinions, and those of a number of current bioinformatics course organisers whose comments on the subject were solicited in advance specifically for this paper. The course organisers kindly advised how they planned their curricula, and described the special strengths of their programmes. Comments from present and former students of several bioinformatics degree programmes were also solicited. Except where individuals are directly quoted, any opinions expressed herein should be considered the author's. Compared with its sister piece [Marion Zatz, in previous issue of Briefings in Bioinformatics pp. 353], this paper is less about funding policy--which, in the UK, has lately (if belatedly) been more generous towards bioinformatics teaching--than it is about practice and content; the requirements of the bioinformatics research communities, the corresponding emphases of bioinformatics courses, and the general market for holders of bioinformatics degrees. Individual courses are cited throughout as examples, but the final section contains a full annotated listing with URL addresses. Based on the author's own experience of practising and teaching bioinformatics, he describes the skills he believes will be most useful to bioinformaticians in the near future and suggests ways to prepare students of bioinformatics for a fall in demand for those abilities.     

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.     

The past,present and future of genomics and bioinformatics: A survey of Brazilian scientists

Brazil has one of the highest rates of scientific production, occupying the ninth position among countries with genome-sequencing projects. Considering the rapid development of this research area and the diversity of professionals involved, the present study aims to understand the expectations, past experiences and the current scenario of Brazilian research in bioinformatics and genomics. The present research was carried out by analyzing the perceptions of 576 researchers in genomics and bioinformatics in Brazil through content and sentiment analysis techniques. This group of participants is equivalent to 48% of the members of the research community. The results suggest that most researchers have a positive perception of the potential of this research area. However, there is concern about the lack of funding for investing in equipment and professional training. As part of a wish list for the future, researchers highlighted the need for higher funding, formal education, and collaboration among research networks. When asked about genomics and bioinformatics in other countries, the participants recognize that sequencing technologies and infrastructure are more accessible, allowing better data volume expansion.     

The BREW workshop series: a stimulating experience in PhD education

Over recent years, five European PhD programmes have organizeda series of ‘Bioinformatics Research and Education Workshops’.These workshops address the needs of first-year PhD studentsand have been designed to combine a maximum of educational impactand scientific stimulation with a minimum of financial and administrativeeffort. We describe the BREW experience and argue that thistype of event constitutes an attractive component of PhD educationin computational biology and beyond.      

Why bother with a COST Action? The benefits of networking in science

A COST Action is a consortium of -mainly- European scientists (but open to international cooperation) working on a common research area, with the same subject; COST provides funding to the Actions for networking and dissemination activities, thus the participating scientists must have secured research funding from other national or European sources. COST funding is in the scale of approximately 100 kEuros per year and in this vein, it is often criticized both in that it does not fund research and the core science and in that its funding is ‘limited’. However, COST with its instruments is an integral pillar of the European Research Area, and it is through its mission that a variety of aspects of the research environment, fundamental to the success of the research, are catered for; these include scientific networking, collaboration/exchange/training and dissemination activities. Through fast procedures, proposals are evaluated and approved for funding in less than one year from submission date and Actions become operational immediately, managed on flexible management. In this way, COST contributes to reducing the fragmentation in European research investments, while opening the European Research Area to cooperation worldwide. COST Actions have an excellent record of building the critical mass for follow up activities in the EU FP or other similarly competitive programmes.     

Open Source Software meets gene expression.

Use of the Open Source Software (OSS) development model has been crucial in a number of recent technological areas, including operating systems, applications and bioinformatics. The rationale for why OSS is often a better development model than proprietary development and some of the results of this model in the field of Gene Expression are reviewed. The paper concludes with a discussion of why funding agencies should endorse OSS and require funded software projects to be released Open Source.     

Creating opportunities for science PhDs to pursue careers in high school education

The United States is confronting important challenges at both the early and late stages of science education. At the level of K–12 education, a recent National Research Council report (Successful K–12 STEM Education) proposed a bold restructuring of how science is taught, moving away from memorizing facts and emphasizing hands-on, inquiry-based learning and a deeper understanding of the process of science. At higher levels of training, limited funding for science is leading PhDs to seek training and careers in areas other than research. Might science PhDs play a bigger role in the future of K–12 education, particularly at the high school level? We explore this question by discussing the roles that PhDs can play in high school education and the current and rather extensive barriers to PhDs entering the teaching profession and finally suggest ways to ease the entrance of qualified PhDs into high school education.In many K–12 classrooms, science is presented as a series of textbook facts; students are not exposed to scientific methods of inquiry and lose interest in science. At the very opposite end of the science training pipeline, life science PhDs and postdocs in the United States are experiencing difficulties in finding university jobs, a situation that will likely persist in the coming decade if research funding fails to grow; we cannot expect all PhD graduates to become principal investigators (PIs) at academic institutions.Might these two problems add up to a solution (or at least a partial solution)? Is there a place for graduates of PhD training programs in teaching K–12 science, particularly at the high school (HS) level (the focus of this article)? We argue that the answer is “yes” and that more PhDs, even if their numbers are small compared with the entire teaching pool, could have a catalytic effect on reinvigorating precollege science education. This topic is not new; the National Research Council (NRC) issued two thoughtful reports on attracting science and math PhDs to secondary school education more than a decade ago (Committee on Attracting Science and Mathematics Ph.D.s to Secondary School Teaching, National Research Council, 2000 ; Committee on Attracting Science and Mathematics PhDs to K-12 Education: From Analysis to Implementation, Division of Policy and Global Affairs, National Research Council, 2002 ). Their recommendations were not implemented, however, and the reports have largely been forgotten. Little has changed since then; the roadblocks, both in perception and logistics, that discouraged a PhD from becoming a HS teacher in the year 2000 still exist. Since the NRC reports were released, the topic of a HS teaching career option for a PhD has rarely been discussed or debated in our scientific community. We feel that it is time to reopen this discussion. The focus of this article is on PhDs entering the high school system, but much of this discussion also pertains to graduates of science master degree programs and to individuals with scientific training becoming involved in all levels of K–12 education. Our goal is to make students, postdocs, and senior scientists aware of the value of high school teaching for certain individuals as well as for our nation''s educational system. We also consider how changes at the local level (including the perception of K–12 teaching within research universities), as well as at the policy level of teacher accreditation, might facilitate this career path.     

Objectives versus realities: Spatial,temporal, financial and social deficiencies in Australia’s public revegetation investment model

Past and continuing fragmentation and modification of ecosystems, as well as other threatening processes, cause ongoing biodiversity losses and species extinctions in Australia. At the same time as biodiversity declines, government funding for conservation and restoration is diminishing, leading to reduced action and greater reliance on private investment and community groups. In order to maintain and restore biodiverse ecosystems and the essential services they provide, both conservation of existing vegetation and habitat reconstruction are required. In this paper, we summarise the available data on planting area and cost from the Australian Government’s 20 Million Trees programme (2014–2020), the largest recent national‐scale revegetation incentives programme in Australia. We find that the current spatial scale of effort and investment in habitat reconstruction is insufficient to match the scale required to meet national conservation objectives. Furthermore, the funding rate ($/ha) and contracting arrangements are inadequate for the establishment of high‐quality self‐sustaining vegetation needed for the recovery of Australia’s threatened species and ecological communities. We estimate that the minimum amount of funding required for habitat reconstruction is at least five times higher than is provided for current national flagship programmes such as 20 Million Trees. We provide recommendations, designed to assist future habitat reconstruction programmes achieve their long‐term biodiversity objectives.     

生物信息学本科人才培养的调研与思考

近年来,生物信息学已经逐步发展成为现代生物学和医学等领域的关键技术方法,社会对生物信息学专业人才的需求不断扩大,生物信息学的本科教育也受到了越来越多的关注和重视。为了探索更加合理的人才培养模式、完善课程设置和教学计划,本文以中美两国开设生物信息学本科专业的高校为对象,分别选取一些代表高校并进行深入调研,对比分析课程设置和人才培养现状。结果显示,生物信息学的跨学科性质在各高校中均得到一定体现,培养学生具有多元化的知识结构已经成为生物信息学人才培养的一项共识。同时,根据调研的结果,也对国内生物信息学本科教育提出一些启发与建议。     

A Quick Guide for Building a Successful Bioinformatics Community

“Scientific community” refers to a group of people collaborating together on scientific-research-related activities who also share common goals, interests, and values. Such communities play a key role in many bioinformatics activities. Communities may be linked to a specific location or institute, or involve people working at many different institutions and locations. Education and training is typically an important component of these communities, providing a valuable context in which to develop skills and expertise, while also strengthening links and relationships within the community. Scientific communities facilitate: (i) the exchange and development of ideas and expertise; (ii) career development; (iii) coordinated funding activities; (iv) interactions and engagement with professionals from other fields; and (v) other activities beneficial to individual participants, communities, and the scientific field as a whole. It is thus beneficial at many different levels to understand the general features of successful, high-impact bioinformatics communities; how individual participants can contribute to the success of these communities; and the role of education and training within these communities. We present here a quick guide to building and maintaining a successful, high-impact bioinformatics community, along with an overview of the general benefits of participating in such communities. This article grew out of contributions made by organizers, presenters, panelists, and other participants of the ISMB/ECCB 2013 workshop “The ‘How To Guide’ for Establishing a Successful Bioinformatics Network” at the 21st Annual International Conference on Intelligent Systems for Molecular Biology (ISMB) and the 12th European Conference on Computational Biology (ECCB).     

Bioinformatics software resources

This review looks at internet archives, repositories and lists for obtaining popular and useful biology and bioinformatics software. Resources include collections of free software, services for the collaborative development of new programs, software news media and catalogues of links to bioinformatics software and web tools. Problems with such resources arise from needs for continued curator effort to collect and update these, combined with less than optimal community support, funding and collaboration. Despite some problems, the available software repositories provide needed public access to many tools that are a foundation for analyses in bioscience research efforts.     

The ESF's EuroBioFund: Sustainable research financing?: Start with networking!

EuroBioFund was set up by the European Science Foundation in 2006, with financial support from the European Commission to catalyse the development of large scale pan-European life sciences research programmes by engaging those involved in planning and funding research.     

The Development of Computational Biology in South Africa: Successes Achieved and Lessons Learnt

Bioinformatics is now a critical skill in many research and commercial environments as biological data are increasing in both size and complexity. South African researchers recognized this need in the mid-1990s and responded by working with the government as well as international bodies to develop initiatives to build bioinformatics capacity in the country. Significant injections of support from these bodies provided a springboard for the establishment of computational biology units at multiple universities throughout the country, which took on teaching, basic research and support roles. Several challenges were encountered, for example with unreliability of funding, lack of skills, and lack of infrastructure. However, the bioinformatics community worked together to overcome these, and South Africa is now arguably the leading country in bioinformatics on the African continent. Here we discuss how the discipline developed in the country, highlighting the challenges, successes, and lessons learnt.     

Continuing Education Workshops in Bioinformatics Positively Impact Research and Careers

Bioinformatics.ca has been hosting continuing education programs in introductory and advanced bioinformatics topics in Canada since 1999 and has trained more than 2,000 participants to date. These workshops have been adapted over the years to keep pace with advances in both science and technology as well as the changing landscape in available learning modalities and the bioinformatics training needs of our audience. Post-workshop surveys have been a mandatory component of each workshop and are used to ensure appropriate adjustments are made to workshops to maximize learning. However, neither bioinformatics.ca nor others offering similar training programs have explored the long-term impact of bioinformatics continuing education training. Bioinformatics.ca recently initiated a look back on the impact its workshops have had on the career trajectories, research outcomes, publications, and collaborations of its participants. Using an anonymous online survey, bioinformatics.ca analyzed responses from those surveyed and discovered its workshops have had a positive impact on collaborations, research, publications, and career progression.B. F. Francis Ouellette is an Education Editor for PLOS Computational Biology     

Young ISHAM – Uniting Young Scientists from all over the World

The Young section of the International Society of Human and Animal Mycology (= Young ISHAM), was established for connecting young scientists and representing their needs within the society. Discussing practical issues and providing support helps especially PhD student dealing with ups and downs in science. We are developing resources related to scientific publishing and reviewing, publishing ethics, funding and grant application skills, career building, and presentation techniques. Young ISHAM will help younger scientists in all aspects of their scientific career, to ensure that a new generation of medical mycologists is prepared to engage with the challenges within our field.     

StemCONN: Realizing the Promise: StemConn 2013

On April 3, 2013, the fourth biennial StemCONN conference took place at the Omni Hotel at Yale in New Haven, Connecticut. This conference featured talks by scientists from across the country who are currently at the forefront of stem cell research, as well as talks by Edison Liu, President and CEO of the Jackson Laboratory, and Jonathan Rotherberg, PhD, a Yale alumnus and Ion Torrent Systems Founder and CEO. The conference highlighted the importance of stem cell research to both science and medicine and emphasized the necessity of continued government funding for this research, both in Connecticut and nationwide.     

Challenges and advice for MD/PhD applicants who are underrepresented in medicine

The importance of diversity is self-evident in medicine and medical research. Not only does diversity result in more impactful scientific work, but diverse teams of researchers and clinicians are necessary to address health disparities and improve the health of underserved communities. MD/PhD programs serve an important role in training physician-scientists, so it is critical to ensure that MD/PhD students represent diverse backgrounds and experiences. Groups who are underrepresented in medicine and the biomedical sciences include individuals from certain racial and ethnic backgrounds, individuals with disabilities, individuals from disadvantaged backgrounds, and women. However, underrepresented students are routinely discouraged from applying to MD/PhD programs due to a range of factors. These factors include the significant cost of applying, which can be prohibitive for many students, the paucity of diverse mentors who share common experiences, as well as applicants’ perceptions that there is inadequate support and inclusion from within MD/PhD programs. By providing advice to students who are underrepresented in medicine and describing steps programs can take to recruit and support minority applicants, we hope to encourage more students to consider the MD/PhD career path that will yield a more productive and equitable scientific and medical community.     

Landholder perceptions of revegetation on the Atherton Tablelands,far North Queensland

The need to expand areas of native vegetation is clear to ecologists and governments; however, the privately owned nature of most cleared land means landholder support is critical. To improve landholder engagement in revegetation programmes, insight is needed into the information and attitudes being shared in landholder communities, especially by landholders with experience of participation in revegetation initiatives. Using a grounded theory framework, a content analysis was conducted on data gathered from semi‐structured interviews with 20 landholders who have undertaken revegetation on their properties. Three dominant themes emerged from the analysis of reasons for engaging with revegetation programmes, relating to perceived ‘environmental’, ‘personal’ or ‘agricultural’ benefits. Some unexpected impacts of the planting were also identified, both positive and negative. Suggested ways to improve landholder participation included increased funding and support; improved information regarding funding already available; and clearer communication about vegetation management laws.     

Bioinformatics Training Network (BTN): a community resource for bioinformatics trainers

Funding bodies are increasingly recognizing the need to provide graduates and researchers with access to short intensive courses in a variety of disciplines, in order both to improve the general skills base and to provide solid foundations on which researchers may build their careers. In response to the development of 'high-throughput biology', the need for training in the field of bioinformatics, in particular, is seeing a resurgence: it has been defined as a key priority by many Institutions and research programmes and is now an important component of many grant proposals. Nevertheless, when it comes to planning and preparing to meet such training needs, tension arises between the reward structures that predominate in the scientific community which compel individuals to publish or perish, and the time that must be devoted to the design, delivery and maintenance of high-quality training materials. Conversely, there is much relevant teaching material and training expertise available worldwide that, were it properly organized, could be exploited by anyone who needs to provide training or needs to set up a new course. To do this, however, the materials would have to be centralized in a database and clearly tagged in relation to target audiences, learning objectives, etc. Ideally, they would also be peer reviewed, and easily and efficiently accessible for downloading. Here, we present the Bioinformatics Training Network (BTN), a new enterprise that has been initiated to address these needs and review it, respectively, to similar initiatives and collections.