Designing a course model for distance-based online bioinformatics training in Africa: The H3ABioNet experience.
Designing a course model for distance-based online bioinformatics training in Africa: The H3ABioNet experience.
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DOI：
10.1371/journal.pcbi.1005715
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发表时间：
2017-10
影响因子：
4.3
通讯作者：
H3ABioNet Consortium's Education Training and Working Group as members of the H3Africa Consortium
中科院分区：
文献类型：
--
作者：
Gurwitz KT;Aron S;Panji S;Maslamoney S;Fernandes PL;Judge DP;Ghouila A;Domelevo Entfellner JB;Guerfali FZ;Saunders C;Mansour Alzohairy A;Salifu SP;Ahmed R;Cloete R;Kayondo J;Ssemwanga D;Mulder N;H3ABioNet Consortium's Education Training and Working Group as members of the H3Africa Consortium
非洲并不是唯一需要对来自不同学术背景的个人进行基本生物信息学培训的国家。然而，必须解决非洲的特殊后勤挑战，最主要的是获得生物信息学专门知识和互联网稳定性，以满足非洲大陆的这一需求。因此，泛非生物信息学网络H3ABioNet（www.h3abionet.org）开发了一个创新的免费“生物信息学入门”课程，将这些挑战考虑在内，作为其教育工作的一部分，在其网络内提供现场培训和发展当地专门知识。为这一为期3个月的课程选择了多种授课模式的学习模式，以增加接触（主要是）非洲生物信息学专家培训员的机会。该课程的内容包括一系列入门级的基本生物信息学主题。对于第一期课程（2016年），共有364名注册参与者的教室在10个非洲国家的20个机构举办。为了确保课堂的成功不依赖于稳定的互联网，培训人员预先录制了他们的讲座，教室在每两周一次的联系会议上下载并在当地观看这些讲座。培训员可以通过视频会议在接触会议期间回答问题，也可以在接触会议时间之外通过在线“提问和讨论”论坛回答问题。这种为资源有限的环境开发的学习模式可以很容易地适应其他环境。
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.
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影响因子：
3.8
作者：
Kemp N;Grieve R
通讯作者：
Grieve R
影响因子：
7
作者：
Mulder NJ;Adebiyi E;Alami R;Benkahla A;Brandful J;Doumbia S;Everett D;Fadlelmola FM;Gaboun F;Gaseitsiwe S;Ghazal H;Hazelhurst S;Hide W;Ibrahimi A;Jaufeerally Fakim Y;Jongeneel CV;Joubert F;Kassim S;Kayondo J;Kumuthini J;Lyantagaye S;Makani J;Mansour Alzohairy A;Masiga D;Moussa A;Nash O;Ouwe Missi Oukem-Boyer O;Owusu-Dabo E;Panji S;Patterton H;Radouani F;Sadki K;Seghrouchni F;Tastan Bishop Ö;Tiffin N;Ulenga N;H3ABioNet Consortium
通讯作者：
H3ABioNet Consortium
影响因子：
9.5
作者：
Tastan Bishop Ö;Adebiyi EF;Alzohairy AM;Everett D;Ghedira K;Ghouila A;Kumuthini J;Mulder NJ;Panji S;Patterton HG;H3ABioNet Consortium;H3Africa Consortium
通讯作者：
H3Africa Consortium
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影响因子：
9.5
作者：
Via A;Blicher T;Bongcam-Rudloff E;Brazas MD;Brooksbank C;Budd A;De Las Rivas J;Dreyer J;Fernandes PL;van Gelder C;Jacob J;Jimenez RC;Loveland J;Moran F;Mulder N;Nyrönen T;Rother K;Schneider MV;Attwood TK
通讯作者：
Attwood TK
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影响因子：
4.3
作者：
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通讯作者：
Schneider MV