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McWeeney, S.

Publications and source records attributed to McWeeney, S..

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Controlling for contaminants in low biomass 16S rRNA gene sequencing experiments

BackgroundMicrobial communities are commonly studied using culture-independent methods such as 16S rRNA gene sequencing. However, one challenge in accurately characterizing microbial communities is exogenous bacterial DNA contamination. This is particularly problematic for sites of low microbial biomass such as the urinary tract, placenta, and lower airway. Computational approaches have been proposed as a post-processing step to identify and remove potential contaminants, but their performance has not been independently evaluated.\n\nTo identify the impact of decreasing microbial biomass on polymicrobial 16S rRNA gene sequencing experiments, we used a serial dilution of a mock microbial community. We evaluated two computational approaches to identify and remove contaminants: 1) identifying sequences that have an inverse correlation with DNA concentration implemented in Decontam and 2) predicting the proportion of experimental sample arising from defined contaminant sources implemented in SourceTracker.\n\nResultsAs expected, the proportion of contaminant bacterial DNA increased with decreasing starting microbial biomass, with 79.12% of the most dilute sample arising from contaminant sequences. Inclusion of contaminant sequences in analyses leads to overinflated diversity estimates (up to 12 times greater than the expected values) and distorts microbiome composition. SourceTracker successfully removed over 98% of contaminants when the experimental environments are well defined. However, SourceTracker performed poorly when the experimental environment is unknown, failing to remove the majority of contaminants. Decontam successfully removed 74-91% of contaminants regardless of prior knowledge of the experimental environment.\n\nConclusionsOur study indicates that computational methods can reduce the amount of contaminants in 16S rRNA gene sequencing experiments. The appropriate computational approach for removing contaminant sequences from an experiment depends on the prior knowledge about the microbial environment under investigation and can be evaluated with a dilution series of a mock microbial community.

bioinformatics

Teaching data science fundamentals through realistic synthetic clinical cardiovascular data

ObjectiveOur goal was to create a synthetic dataset and curricular materials to assist in teaching fundamentals of translational data science.\n\nMaterials and MethodsA literature review was conducted to extract current cardiovascular risk score logic, data elements, and population characteristics. Then, clinical data elements in the models were pulled from clinical data and transformed to the Observational Medical Outcomes Partnership (OMOP) common data model; genetic data elements were added based on population rates. A hybrid Bayesian network was used to create synthetic data from the logical elements of the risk scores and the underlying population frequencies of the clinical data.\n\nResultsA synthetic dataset of 446,000 patients was created. A two-day curriculum was created based on this synthetic data with exploratory data analysis and machine learning components. The curriculum was offered on two separate occasions; the two groups of learners were given the curriculum and data, and results were tallied, summarized, and compared. Students ability to complete the challenge was mixed; more experienced students achieved a range of 70%-85% in balanced accuracy, but many others did not perform better than the baseline model.\n\nDiscussionOverall, students enjoyed the course and dataset, but some struggled to consistently apply machine learning techniques. The curriculum, data set, techniques for generation, and results are available for others to use for their own training.\n\nConclusionA realistic synthetic data with clinical and genetic components helps students learn issues in cardiovascular risk scoring, practice data science skills, and compete in a challenge to improve identification of risk.

scientific communication and education