Biology subjects

Brazas, M. D.

Publications and source records attributed to Brazas, M. D..

2 recordsLinked to original sources

bioRxiv2022

Bioschemas Training Profiles: A set of specifications for standardizing training information to facilitate the discovery of training programs and resources

Stand-alone life science training events and e-learning solutions are amongst the most sought-after modes of training because they address both point-of-need learning and the limited timeframes available for upskilling. Yet, finding relevant life sciences training courses and materials is challenging because such resources are not marked up for Internet searches in a consistent way. This absence of mark-up standards to facilitate discovery, re-use and aggregation of training resources limits their usefulness and knowledge-translation potential. Through a joint effort between the Global Organisation for Bioinformatics Learning, Education and Training (GOBLET), the Bioschemas Training community and the ELIXIR FAIR Training Focus Group, a set of Bioschemas Training profiles has been developed, published and implemented for life sciences training courses and materials. Here, we describe our development approach and methods, which were based on the Bioschemas model, and present the results for the three Bioschemas Training profiles: TrainingMaterial, Course and CourseInstance. Several implementation challenges were encountered, which we discuss alongside potential solutions. Over time, continued implementation of these Bioschemas Training profiles by training providers will obviate the barriers to skill development, facilitating both the discovery of relevant training events to meet individuals learning needs, and the discovery and re-use of training and instructional materials.

scientific communication and education↗

bioRxiv2017

A global perspective on bioinformatics training needs

In the last decade, life-science research has become increasingly data-intensive and computational. Nevertheless, basic bioinformatics and data stewardship are still only rarely taught in life-science degree programmes, creating a widening skills gap that spans educational levels and career roles. To better understand this situation, we ran surveys to determine how the skills dearth is affecting the need for bioinformatics training worldwide. Perhaps unsurprisingly, we found that respondents wanted more short courses to help boost their expertise and confidence in data analysis and interpretation. However, it was evident that most respondents appreciated their need for training only after designing their experiments and collecting their data. This is clearly rather late in the research workflow, and suboptimal from a training perspective, as skills acquired to address a specific need at a particular time are seldom retained, engendering a cycle of low confidence in trainees. To ensure that such skill gaps do not continue to create barriers to the progress of research, we argue that universities should strive to bring their life-science curricula into the digital-data era. Meanwhile, the demand for point-of-need training in bioinformatics and data stewardship will grow. While this situation persists, international groups like GOBLET are increasing their efforts to enlarge the community of trainers and quench the global thirst for bioinformatics training.

scientific communication and education↗