Bioinformatics Goes to School—New Avenues for Teaching Contemporary Biology

Since 2010, the European Molecular Biology Laboratory''s (EMBL) Heidelberg laboratory and the European Bioinformatics Institute (EMBL-EBI) have jointly run bioinformatics training courses developed specifically for secondary school science teachers within Europe and EMBL member states. These courses focus on introducing bioinformatics, databases, and data-intensive biology, allowing participants to explore resources and providing classroom-ready materials to support them in sharing this new knowledge with their students.In this article, we chart our progress made in creating and running three bioinformatics training courses, including how the course resources are received by participants and how these, and bioinformatics in general, are subsequently used in the classroom. We assess the strengths and challenges of our approach, and share what we have learned through our interactions with European science teachers.     

Tissue banking training courses: Polish experience

Personnel directly involved in the donation, procurement, testing, processing, preservation, storage and distribution of human tissues and cells should be appropriately qualified and provided with timely and relevant training according to EU directives. In the time of new tissue and cells regulations implementation such a training system existed in Poland only at a local level. The first training programme outlines for various groups of health professionals engaged in tissue banking practice was created in co-operation with the Institute for LifeLong Learning at University of Barcelona in 2006. This initial training courses were financially supported by EU Transition Facility Programme 2004. Then, starting from 2006, based on previous experience, system of advanced training courses was created. This training programme was financially supported by the National Programme for the Development of Transplantation Medicine 2006–2009—POLGRAFT financed by Polish Ministry of Health. During 2006 and 2007 first set of tissue banking initial training courses were provided according to TF 2004 project. Over 200 pathologists, forensic medicine specialists and other medical doctors responsible for donor screening and classification, medical directors of tissue establishments, technical staff; tissue graft users: orthopaedic surgeons, neurosurgeons, cardiosurgeons and ophthalmologists were trained. Between 2006 and 2009 there were organized 8 advanced tissue banking training courses according to POLGRAFT programme. There were organized both theoretical and practical courses on various aspects of tissue for over 350 persons. We present our experience in organisation of international and national tissue banking training courses.     

青年教师对医学临床课程教学能力现状调查及应对策略研究

如何提高我国临床课程青年教师团队的素质与教学能力,是近年来伴随国内医学教育发展扩大而日益突出的问题。作为当前医学临床课程的教学主力,青年教师的教学能力会对医学临床课程教学效果产生重大影响。但绝大部分临床课程青年教师都毕业于医学院校,未曾接受专业的师范类培训,导致尽管自身临床知识丰富,但教学水平明显受限的情况发生。本研究采取对我院各科室青年临床教师进行问卷调查的方法,深入分析青年教师的临床教学能力现状与问题,并提出改进方案,以使他们能够更快完成青年临床医师与青年临床教师之间的角色变换,提升自身教学能力,进而提高我院临床课程的教学质量。     

Strategies for the reduction of live animal use in microsurgical training and education

Education and training in microsurgical techniques have historically relied on the use of live animal models. Due to an increase in the numbers of microsurgical operations in recent times, the number of trainees in this highly-specialised surgical field has continued to grow. However, strict legislation, greater public awareness, and an increasing sensitivity toward the ethical aspects of scientific research and medical education, emphatically demand a significant reduction in the numbers of animals used in surgical and academic education. Hence, a growing number of articles are reporting on the use of alternatives to live animals in microsurgical education and training. In this review, we report on the current trends in the development and use of microsurgical training models, and on their potential to reduce the number of live animals used for this purpose. We also share our experiences in this field, resulting from our performance of numerous microsurgical courses each year, over more than ten years. The porcine heart, in microvascular surgery training, and the fresh chicken leg, in microneurosurgical and microvascular surgery training, are excellent models for the teaching of basic techniques to the microsurgical novice. Depending on the selected level of expertise of the trainee, these alternative models are capable of reducing the numbers of live animals used by 80-100%. For an even more enhanced, "closer-to-real-life" scenario, these non-animated vessels can be perfused by a pulsatile pump. Thus, it is currently possible to provide excellent and in-depth training in microsurgical techniques, even when the number of live animals used is reduced to a minimum. With these new and innovative techniques, trainees are able to learn and prepare themselves for the clinical situation, with the sacrifice of considerably fewer laboratory animals than would have occurred previously.     

Training in molecular cytopathology testing

Training in molecular cytopathology testing is essential in developing and maintaining skills in modern molecular technologies as they are introduced to a universal health care system such as extant in the UK and elsewhere. We review the system in place in Northern Ireland (NI) for molecular testing of solid tumours, as an example to train staff of all grades, including pathologists, clinical scientists, biomedical scientists and equivalent technical grades. We describe training of pathologists as part of the NI Deanery medical curriculum, the NI training programme for scientists and laboratory rotation for Biomedical Scientists. Collectively, the aims of our training are two‐fold: to provide a means by which individuals may extend their experience and skills; and to provide and maintain a skilled workforce for service delivery. Through training and competency, we introduce new technologies and tests in response to personalised medicine therapies with a competent workforce. We advocate modifying programmes to suit individual needs for skill development, with formalised courses in pre‐analytical, analytical and postanalytical demands of modern molecular pathology. This is of particular relevance for cytopathology in small samples such those from formalin‐fixed paraffin‐embedded cell blocks. We finally introduce how university courses can augment training and develop a skilled workforce to benefit the delivery of services to our patients.     

Curriculum development and technology incorporation in teaching neuroscience to graduate students in a medical school environment

Today's neuroscience faculty member wears multiple hats and requires diverse skills to succeed in the competitive environment in which they find themselves. A common refrain from graduates is that there is a need for better training in the diverse, multiple skills that they will need to succeed in obtaining a faculty position and excelling in that position once it is obtained. Our university recently developed a new neuroscience graduate program that allowed us to create a curriculum and core courses de novo and that could be tailored to provide training in diverse skills used by everyday neuroscience faculty members. The current article details our rationale, design, and implementation of this new curriculum and its two major core courses. The genesis of the new curriculum also provided an opportune time to introduce and test new teaching technology in the two neuroscience core courses. The technology incorporated included on-line WebCT course sites, computer performance system, and the Tegrity system. Herein, we elaborate on our experiences with the use of this technology in the small class graduate course setting and provide insight on student feedback on the perceived effectiveness of the technology. The mechanisms and considerations that are needed for incorporation of such technology are also discussed. While no single curriculum or technology incorporation scheme will be applicable to all programs, it is hoped that our experiences in curriculum design and technology incorporation will be beneficial to other universities as they consider refining existing programs or beginning new ones.     

神经肌肉电刺激联合吞咽康复训练对脑卒中后吞咽障碍患者吞咽功能、表面肌电图及舌骨喉复合体动度的影响

摘要 目的：观察吞咽康复训练、神经肌肉电刺激（NMES）联合治疗对脑卒中后吞咽障碍患者吞咽功能、表面肌电图及舌骨喉复合体动度的影响。方法：选取2018 年9月~2020年10 月期间在我院治疗的70例脑卒中后吞咽障碍患者,根据住院号尾数的奇偶将患者分为对照组和实验组,各35例。对照组仅进行吞咽康复训练,实验组在此基础上接受NMES治疗,两组均治疗2个疗程,观察治疗前后两组患者吞咽功能、表面肌电图、舌骨喉复合体动度及生活质量变化。结果：治疗2个疗程后,实验组患者的吞咽功能改善总有效率高于对照组,组间比较有显著性差异（P<0.05）。治疗2个疗程后,两组吞咽时程缩短、最大波幅值升高,且实验组的吞咽时程短于对照组,最大波幅值高于对照组（P<0.05）。治疗2个疗程后,两组舌骨上移距离、舌骨前移距离、甲状软骨上移距离、甲状软骨前移距离增大,且实验组的舌骨上移距离、舌骨前移距离、甲状软骨上移距离、甲状软骨前移距离大于对照组（P<0.05）。治疗2个疗程后,两组SWAL-QOL总分均升高,且实验组的SWAL-QOL总分高于对照组（P<0.05）。结论：NMES联合吞咽康复训练应用于脑卒中后吞咽障碍患者,可有效促进其吞咽功能改善,提高舌骨肌肌群肌力及生活质量。     

与微生物学密切相关的两门公共选修课教学改革初探

公共选修课程是人才培养方案的重要组成部分。"微生物资源开发与利用"与"土壤生物学"是与微生物学密切相关的两门公共选修课,全校不同年级的本科生都可选修。经过五年多来对课堂教学的不断改进,形成了一套相对完善的课堂教学和考核方法。首先设置了学生试听课,并详细介绍该门课程的主要学习内容、授课方式和考核方式等,让学生根据自己的兴趣和意愿决定是否选修,保证选修学生对该课程有一定的兴趣;其次是改进教师授课方式,老师系统讲授大部分内容,讲授主要采取互动式教学,部分内容采用先放视频,一些需要掌握的知识点,设置问答题、选择题或者改错题请学生们在课堂上讨论和总结,然后再回顾重点视频内容,小部分的课程内容鼓励学生进行PPT演讲;第三,改进课程考核方式和成绩考评机制,制定并优化了PPT演讲评分规则,鼓励学生阅读翻译高水平专业英文文献。五年多的教学实践表明,这些教学改革有效提升了公选课的教学质量。     

开展临床指导教师对普通专科医师培训情况的调查结果分析

目的：调查我院专科医师培训开展的整体情况,为继续做好专科医师培训工作提供依据。方法：随机调查我院参与普通专科医师培训轮转科室的指导教师,发放自制调查表。结果：90％以上导师认为科室带教质量高;48．78％导师认为临床科室应为学员每月发放1000元以上生活补助;60．98％导师认为硕士研究生普通专科医师培训时间应为二年;60％以上导师认为应着重硕士研究生临床操作技能、医患沟通能力、病历书写能力及阅片能力等方面能力的培训;50％以上导师认为目前培训中存在的主要问题是生活无保障;图书馆国内外最新文献不足;监管力度不强;临床技能培训针对性不强等。结论：我院开展普通专科医师培训整体情况较好。但仍存在很多问题,在今后的培训过程中应继续为学员的生活提供更多保障,继续加强管理监督,保证培训按计划、按质量完成。     

开展临床指导教师对普通专科医师培训情况的调查结果分析

目的:调查我院专科医师培训开展的整体情况,为继续做好专科医师培训工作提供依据。方法:随机调查我院参与普通专科医师培训轮转科室的指导教师,发放自制调查表。结果:90%以上导师认为科室带教质量高;48.78%导师认为临床科室应为学员每月发放1000元以上生活补助;60.98%导师认为硕士研究生普通专科医师培训时间应为二年;60%以上导师认为应着重硕士研究生临床操作技能、医患沟通能力、病历书写能力及阅片能力等方面能力的培训;50%以上导师认为目前培训中存在的主要问题是生活无保障;图书馆国内外最新文献不足;监管力度不强;临床技能培训针对性不强等。结论:我院开展普通专科医师培训整体情况较好。但仍存在很多问题,在今后的培训过程中应继续为学员的生活提供更多保障,继续加强管理监督,保证培训按计划、按质量完成。     

The impact of the International Atomic Energy Agency (IAEA) program on radiation and tissue banking in Argentina

Tissue banking activities in Argentina started in 1993. The regulatory and controlling national authority on organ, tissue and cells for transplantation activity is the National Unique Coordinating Central Institute for Ablation and Implant (INCUCAI). Three tissue banks were established under the IAEA program and nine other banks participated actively in the implementation of this program. As result of the implementation of the IAEA program in Argentina and the work done by the established tissue banks, more and more hospitals are now using, in a routine manner, radiation sterilised tissues processed by these banks. During the period 1992–2005, more than 21 016 tissues were produced and irradiated in the tissue banks participating in the IAEA program. Within the framework of the training component of the IAEA program, Argentina has been selected to host the Regional Training Centre for Latin American. In this centre, tissue bank operators and medical personal from Latin American countries were trained. Since 1999, Argentina has organised four regular regional training courses and two virtual regional training courses. More than twenty (20) tissue bank operators and medical personnel from Argentina were trained under the IAEA program in the six courses organised in the country. In general, ninety (96) tissue bank operators and medical personnel from eight Latin-American countries were trained in the Buenos Aires regional training centre. From Argentina 16 students graduated in these courses.     

首都医科大学宣武医院神经内科高级研修培训模式的探讨分析

医学进修是提高医务人员综合素质的重要途径.宣武医院神经内科依托于首都医科大学神经病学系开展了”神经内科高级研修培训班”,选取高素质的医师进行个体化培训.已培训学员112名,其中16人成为医院或当地神经内科系统学科带头人,35人成为学术骨干;建立专科专病门诊(中心)38个,建立疑难病会诊中心21个;申请省市级课题36项,国家级课题18项.极大的提高了当地的临床、科研和学术水平,取得了显著的成效,值得推广和借鉴.     

Hands-on training about overfitting

Overfitting is one of the critical problems in developing models by machine learning. With machine learning becoming an essential technology in computational biology, we must include training about overfitting in all courses that introduce this technology to students and practitioners. We here propose a hands-on training for overfitting that is suitable for introductory level courses and can be carried out on its own or embedded within any data science course. We use workflow-based design of machine learning pipelines, experimentation-based teaching, and hands-on approach that focuses on concepts rather than underlying mathematics. We here detail the data analysis workflows we use in training and motivate them from the viewpoint of teaching goals. Our proposed approach relies on Orange, an open-source data science toolbox that combines data visualization and machine learning, and that is tailored for education in machine learning and explorative data analysis.     

GOBLET: The Global Organisation for Bioinformatics Learning,Education and Training

In recent years, high-throughput technologies have brought big data to the life sciences. The march of progress has been rapid, leaving in its wake a demand for courses in data analysis, data stewardship, computing fundamentals, etc., a need that universities have not yet been able to satisfy—paradoxically, many are actually closing “niche” bioinformatics courses at a time of critical need. The impact of this is being felt across continents, as many students and early-stage researchers are being left without appropriate skills to manage, analyse, and interpret their data with confidence. This situation has galvanised a group of scientists to address the problems on an international scale. For the first time, bioinformatics educators and trainers across the globe have come together to address common needs, rising above institutional and international boundaries to cooperate in sharing bioinformatics training expertise, experience, and resources, aiming to put ad hoc training practices on a more professional footing for the benefit of all.     

食品科学与工程类专业“微生物学”课程教学改革与实践

微生物与食品的生产加工、储存运输、安全检测和控制等各个环节密切相关,微生物学是绝大多数高校食品类专业重要的必修课程。依据食品类专业的人才培养方案和学院往届毕业生的就业去向,我们从教学内容、教学方法、研究性教学等方面对“微生物学”课程教学进行了改革尝试,探索构建符合食品科学与工程专业的“微生物学”课程教学模式。     

Research ethics training in Peru: a case study

With the rapidly increasing number of health care professionals seeking international research experience, comes an urgent need for enhanced capacity of host country institutional review boards (IRB) to review research proposals and ensure research activities are both ethical and relevant to the host country customs and needs. A successful combination of distance learning, interactive courses and expert course instructors has been applied in Peru since 2004 through collaborations between the U.S. Naval Medical Research Center Detachment, the University of Washington and the Department of Clinical Bioethics of the National Institutes of Health to provide training in ethical conduct of research to IRB members and researchers from Peru and other Latin American countries. All training activities were conducted under the auspices of the Peruvian National Institute of Health (INS), Ministry of Health. To date, 927 people from 12 different Latin American countries have participated in several of these training activities. In this article we describe our training model.     

医学遗传学线上线下混合教学模式改革

线上课程是新时代医学教学不可或缺的组成部分,拥有很好的发展前景,但目前在实践中也存在着一定的问题。医学遗传学作为重要的医学基础课程,既有基础理论知识,又有临床病例,既涉及基本原理,又包括了最新进展。单一的线上课程或线下教学模式,都无法满足学科发展和培养新一代医学人才的需求,因此,积极探讨线上和线下混合式教学模式是目前医学教学改革的重要课题之一。     

Problem-based learning biotechnology courses in chemical engineering

We have developed a series of upper undergraduate/graduate lecture and laboratory courses on biotechnological topics to supplement existing biochemical engineering, bioseparations, and biomedical engineering lecture courses. The laboratory courses are based on problem-based learning techniques, featuring two- and three-person teams, journaling, and performance rubrics for guidance and assessment. Participants initially have found them to be difficult, since they had little experience with problem-based learning. To increase enrollment, we are combining the laboratory courses into 2-credit groupings and allowing students to substitute one of them for the second of our 2-credit chemical engineering unit operations laboratory courses.