Integrating Bioinformatics Coding Labs into Medical and Public Health Facilities
DOI:
https://doi.org/10.70742/ijmhn.v1i1.575Keywords:
Bioinformatics, Computational Genomics, Medical Informatics, Public Health AnalyticsAbstract
The blistering development of genomic medicine, digital health systems and data-driven public health surveillance has left an immediate requirement of computational literacy in healthcare settings. The idea of bioinformatics has become central in the current clinical research, disease surveillance, and precision medicine but most institutions do not have the practical training infrastructures needed to use the tools efficiently. This paper examines how to incorporate bioinformatics coding laboratories in medical and public health institutions as a way of improving the capacity to analyse and conduct translational research. The study provides the literature review of 2009-2024, which means that directly practical project-oriented learning and Python and R code exercises enhance the interpretation of biological data significantly. Results indicate embedded laboratories can cut the pathogen analysis time by 33 percent and better prediction of outbreaks by 28 percent. Moreover, these centres lead to interdisciplinary teamwork, and the institutions indicate that there is a 42 percent rise in the number of joint projects. The paper offers a conceptual framework on how to create such labs and stresses the importance of having high-performance computing, cloud-based analytical platforms as well as structured training programs. Regardless of factors such as infrastructure expenses and absence of specialized trainers, the research finds out that institutional investment in bioinformatics training is key. Finally, such labs enhance medical practice that is evidence-based and allow the healthcare sector to react to a threat more appropriately and develop a workforce that is future-ready and able to use large-scale biological data to improve patient outcomes.
References
Aliyu, R. U., Wara, S. H., Dandare, S. U., Shinkafi, T. S., Muhammad, A. Y., & Yankuzo, M. H. (2021). Development and teaching of a bioinformatics course to biochemistry major students in a Nigerian university during COVID-19 pandemic. Biochemistry and Molecular Biology Education, 49(3), 318-319. https://doi.org/10.1002/bmb.21510
Attwood, T. K., Blackford, S., Brazas, M. D., Davies, A., & Schneider, M. V. (2019). A global perspective on evolving bioinformatics and data science training needs. Briefings in Bioinformatics, 20(2), 398-404. https://doi.org/10.1093/bib/bbx100
Attwood, T. K., Bongcam-Rudloff, E., Brazas, M. E., Corpas, M., Gaudet, P., Lewitter, F., Mulder, N., Palagi, P. M., Schneider, M. V., & van Gelder, C. W. (2015). GOBLET: The Global Organisation for Bioinformatics Learning, Education and Training. PLOS Computational Biology, 11(4), e1004143. https://doi.org/10.1371/journal.pcbi.1004143
Brazas, M. D., Blackford, S., Attwood, T. K., Schneider, M. V., & Vilo, J. (2017). Training the next generation of bioinformaticians: Global perspectives on bioinformatics education. PLOS Computational Biology, 13(4), e1005414. https://doi.org/10.1371/journal.pcbi.1005414
Brazas, M. E., et al. (2017). A quick guide to labs and workshops in bioinformatics. PLOS Computational Biology, 13(10), e1005662. https://doi.org/10.1371/journal.pcbi.1005662
Hadfield, J., Megill, C., Bell, S. M., Huddleston, J., Potter, B., Callender, C., Sagulenko, P., Bedford, T., & Neher, R. A. (2018). Nextstrain: Real-time tracking of pathogen evolution. Bioinformatics, 34(23), 4121-4123. https://doi.org/10.1093/bioinformatics/bty407
Hasin, Y., Seldin, M., & Lusis, A. (2017). Multi-omics approaches to disease. Genome Biology, 18(1), 83. https://doi.org/10.1186/s13059-017-1215-1
Huber, W., Carey, V. J., Gentleman, R., Anders, S., Carlson, M., Carvalho, B. S., Bravo, H. C., Davis, S., Gatto, L., Girke, T., Gottardo, R., Hahne, F., Hansen, K. D., Irizarry, R. A., Lawrence, M., Love, M. I., MacDonald, J., Obenchain, V., Ole?, A. K., & Morgan, M. (2015). Orchestrating high-throughput genomic analysis with Bioconductor. Nature Methods, 12(2), 115-121. https://doi.org/10.1038/nmeth.3252
International Human Genome Sequencing Consortium. (2004). Finishing the euchromatic sequence of the human genome. Nature, 431(7011), 931-945. https://doi.org/10.1038/nature03001
Kibet, C. K., Entfellner, J. B. D., Jjingo, D., de Villiers, E. P., Wambui, K., Kinyanjui, S., & Masiga, D. (2024). Designing and delivering bioinformatics project-based learning in East Africa. BMC Bioinformatics, 25, Article 150. https://doi.org/10.1186/s12859-024-05680-2
Lim, S. J., Khan, A. M., De Silva, M., Lim, K. S., Hu, Y., Tan, C. H., & Tan, T. W. (2009). The implementation of e-learning tools to enhance undergraduate bioinformatics teaching and learning. BMC Bioinformatics, 10(Suppl 15), S12. https://doi.org/10.1186/1471-2105-10-S15-S12
Lopez-Campos, G., Lopez-Alonso, V., & Martin-Sanchez, F. (2010). Training health professionals in bioinformatics: Experiences and lessons learned. Methods of Information in Medicine, 49(3), 299-304. https://doi.org/10.3414/ME09-02-0008
National Centre for Biotechnology Information. (2023). NCBI database resources. https://www.ncbi.nlm.nih.gov
Stephens, Z. D., Lee, S. Y., Faghri, F., Campbell, R. H., Zhai, C., Efron, M. J., Iyer, R., Schatz, M. C., Sinha, S., & Robinson, G. E. (2015). Big data: Astronomical or genomical? PLOS Biology, 13(7), e1002195. https://doi.org/10.1371/journal.pbio.1002195
Swiss Personalized Health Network (SPHN). (2017). SPHN strategic framework for interoperable biomedical data infrastructure. https://sphn.ch
Wetterstrand, K. A. (2023). DNA sequencing costs: Data from the NHGRI genome sequencing program. National Human Genome Research Institute. https://www.genome.gov/about-genomics/fact-sheets/DNA-Sequencing-Costs







