Biobanking Education

Castellanos-Uribe, Marcos; Gormally, Emmanualle; Zhou, Hongkang; Matzke, Elisabeth; Watson, Peter H.

doi:10.1089/bio.2019.29062.mjc

Cited by 17 publications

(16 citation statements)

References 4 publications

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“…Just over a decade ago, no formal biobank education programs for biobanking existed [3], but the need of education was expressed by pathologists, researchers, and scientists. The first actors in the field of formulating biobanking educational programs were International Society for Biological and Environmental Repositories (ISBER), National Cancer Institute (NCI), Organisation for Economic Co-operation and Development (OECD), and European Commission (EC).…”

Section: History Of Biobanking Educationmentioning

confidence: 99%

“…The form of education can be diverse; from lectures, lessons, seminars, workshops with a special narrow ranged topic, to one or more weeks, months, years courses are being currently available. Well known and established world -famous biobanks offer their own specialised courses, university degree studies, PhD courses, and other types of education and training [3,[7][8][9][10][11].…”

Section: History Of Biobanking Educationmentioning

confidence: 99%

“…Some courses are only theoretical, some with deep laboratory exercise and trainings. The challenge is how to develop an appropriate range of education and training opportunities for the diverse needs of biobank employee [3].…”

Section: Introductionmentioning

confidence: 99%

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Education for future biobankers - The state-of-the-art and outlook

Kinkorová

2021

EPMA Journal

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Biobanking as a quickly growing branch of personalised medicine has undergone enormous progress during last two decades. Nowadays it is a well developed and structured multidisciplinary field that reflects developments and advances of biomedical research based on principles of predictive, preventive and personalised medicine (PPPM/3PM). All these trends in PPPM progress have to be translated into practice and education of new generation of scientists and healthcare givers. The importance of biobanks for multitasking research, personalised treatment, and health care systems was emphasised by many scientists and health care experts. As biobanking carries multidisciplinary character currently including more professionals than ten—twenty years ago, new generation of professional biobankers is urgently needed. To create new generation of biobankers who are fully competent to answer more and more scientific and practical questions, new study programmes, novel university curricula, and topic-dedicated courses are essential. The aim of the review is to present basic forms, trends of biobanking education offered by various biobanking related bodies and to highlight future needs. The first step is to cover all activities and duties of biobanks: acquiring, collecting, storageing and sharing biological samples and associated data, using adequate assessment for both - materials and data, taking into consideration ethical, legal, and societal issues (ELSI), responding to all stakeholder needs including pharmaceutical and other related industries, patient organisations and many other interested groups, emerging technologies and innovations as well as current and future requirements of health care systems. To compile educational programmes is a comprehensive task for all actors involved in the field of biobanking who contribute to the harmonised process of creating high educational level for future generation of biobankers. The exchange of experience involving extensive international collaboration is the way how to facilitate the process of creating optimal biobanking education.

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Section: History Of Biobanking Educationmentioning

confidence: 99%

Section: History Of Biobanking Educationmentioning

confidence: 99%

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Education for future biobankers - The state-of-the-art and outlook

Kinkorová

2021

EPMA Journal

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“…Furthermore, the Central South University in China offers a one semester course on cryobiology and biobankology [19]. A good overview of these activities can be found here [8]. Unfortunately, for the majority of the surveyed technical personnel enrolling in an English course abroad would not be an option.…”

Section: Discussionmentioning

confidence: 99%

“…During the accreditation process, biobanks need to prove the competence of their employees through training certificates. However, existing national as well as international education and training programs predominantly address biobank managers, project managers, or biobank personnel in general [8]. The technical staff in biobanks, responsible for quality-assured collection, storage, processing, and release of biospecimens, however, is neglected by existing national education measures.…”

Section: Introductionmentioning

confidence: 99%

Harmonization of Biobank Education for Biobank Technicians: Identification of Learning Objectives

Hartung

Baber

Herpel

et al. 2021

BioTech

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The quality of biospecimens stored in a biobank depends tremendously on the technical personnel responsible for processing, storage, and release of biospecimens. Adequate training of these biobank employees would allow harmonization of correct sample handling and thus ensure a high and comparable quality of samples across biobank locations. However, in Germany there are no specific training opportunities for technical biobank staff. To understand the educational needs of the technical personnel a web-based survey was sent to all national biobanks via established e-mail registers. In total, 79 biobank employees completed the survey, including 43 technicians. The majority of the participating technical personnel stated that they had worked in a biobank for less than three years and had never participated in an advanced training. Three-quarters of the technicians indicated that they were not able to understand English content instantly. Based on these results and the results of a workshop with 16 biobank technicians, 41 learning objectives were formulated. These learning objectives can be used as a basis for advanced training programs for technical personnel in biobanks. Setting up courses based on the identified learning objectives for this group of biobank staff could contribute to harmonization and sustainability of biospecimen quality.

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