Designing a course model for distance-based online bioinformatics training in Africa: The H3ABioNet experience

Abstract

Africa is not unique in its need for basic bioinformatics training for individuals from a diverse range of academic backgrounds. However, particular logistical challenges in Africa, most notably access to bioinformatics expertise and internet stability, must be addressed in order to meet this need on the continent. H3ABioNet (www.h3abionet.org), the Pan African Bioinformatics Network for H3Africa, has therefore developed an innovative, free-of-charge “Introduction to Bioinformatics” course, taking these challenges into account as part of its educational efforts to provide on-site training and develop local expertise inside its network. A multiple-delivery–mode learning model was selected for this 3-month course in order to increase access to (mostly) African, expert bioinformatics trainers. The content of the course was developed to include a range of fundamental bioinformatics topics at the introductory level. For the first iteration of the course (2016), classrooms with a total of 364 enrolled participants were hosted at 20 institutions across 10 African countries. To ensure that classroom success did not depend on stable internet, trainers pre-recorded their lectures, and classrooms downloaded and watched these locally during biweekly contact sessions. The trainers were available via video conferencing to take questions during contact sessions, as well as via online “question and discussion” forums outside of contact session time. This learning model, developed for a resource-limited setting, could easily be adapted to other settings.

Role of genomics literacy in reducing the burden of common genetic diseases in Africa

“…If well furnished with knowledge of role of genetics/genomics in health and disease, they would most importantly improve genomic literacy and education as well as engagement in communities where they work. The second is the 3 months’ online course developed by H3ABioNet's called "Introduction to Bioinformatics (IBT)" (Gurwitz et al, ) in which genomics modules are taught to participants from various backgrounds, but majority are students at African universities and other institutions. Other platforms that offer free online genomics MOOCs include the "FutureLearn", which is a United Kingdom based digital literacy platform that periodically offers courses such as “The Genomics Era: the Future of Genetics in Medicine”, Clinical Bioinformatics: Unlocking Genomics in Healthcare (https://www.futurelearn.com/courses/bioinformatics), Using Personalized Medicine and Pharmacogenetics (https://www.futurelearn.com/courses/personalized-medicine), Genomic Technologies in Clinical Diagnostics: Next Generation Sequencing (https://www.futurelearn.com/courses/next-generation-sequencing), Whole Genome Sequencing: Decoding the Language of Life and Health (https://www.futurelearn.com/courses/whole-genome-sequencing), Genomic Technologies in Clinical Diagnostics: Molecular Techniques, and Genomic Medicine: Transforming Patient Care in Diabetes (https://www.futurelearn.com/courses/diabetes-genomic-medicine) amongst others.…”

“…If well furnished with knowledge of role of genetics/genomics in health and disease, they would most importantly improve genomic literacy and education as well as engagement in communities where they work. The second is the 3 months' online course developed by H3ABioNet's called "Introduction to Bioinformatics (IBT)" (Gurwitz et al, 2017) in which genomics modules are taught to participants from various backgrounds, but majority are students at African universities and other institutions. Other platforms that offer free online genomics MOOCs include the "FutureLearn", which is a United Kingdom based digital literacy platform that periodically offers courses such as "The Genomics Era: the Future of Genetics in Medicine", Clinical Bioinformatics: Unlocking Genomics in Healthcare (https ://www.futur elearn.com/cours es/bioin forma tics), Using Personalized Medicine and Pharmacogenetics Since genomics is relatively new in Africa, many practicing healthcare professionals have a limited understanding of the role of genetics and genomics in diseases and health.…”

Blended Bioinformatics Training in Resource-Limited Settings: A case study of challenges and Opportunities for Implementation

“…In its 2017 iteration, the IBT course started on May 9th, with 2 days/week for in-person interactive sessions. Building on its first iteration of 2016 [Gurwitz et al, 2017], the IBT_2017 was composed of 6 modules: Introduction to databases and resources, Linux, Sequence alignment theory and application, Multiple sequence alignment, Genomics, Molecular evolution and phylogenetics ( Table 2). The design, learning objectives and contents of these modules are already described in [Gurwitz et al, 2017], so here we only comment on the local supporting set up of the classrooms.…”

“…The experience of the IBT_2017 is both unique and new to our participants considering its blended multi-delivery learning model [Gurwitz et al, 2017], and extended 3-months duration. Our surveys aimed to check the alignment between participants' expectations and course scope [Via et al, 2011].…”

“…The IBT_2017 used a blended MOOC [Ghadiri et al, 2013], or multidelivery model [Gurwitz et al, 2017], for learners to access, discuss and submit their assessments and tests. The online resources used: Mconf for example, were open source and were not network intensive; which made them appropriate to the local set up.…”