A Job Performance Review Is A Form Of Two-Way Communication Effective Way of Teaching Bioinformatics to Undergraduates

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Effective Way of Teaching Bioinformatics to Undergraduates

Bioinformatics is a new and emerging field that uses computer technology to manage and analyze biological information. The use of bioinformatics is a shift from traditional research methods where laboratories were used. Bioinformatics uses computational approaches and skills to solve biological questions (Neumann 2006). The bioinformatics approach is mainly used in the study of molecular and cellular biology. The use of bioinformatics in modern classrooms is inevitable, so teachers should incorporate this approach into biology lessons. There are several effective methods that can be used to teach bioinformatics to undergraduate students, which will be discussed below.

The first method proposed by (Parke 2013) is the use of high-performance computing (HPC), which refers to the use of high-performance or fast computers to solve scientific or biological problems. An example of a high-performance computing (HPC) system is XSEDE, which is used for computing and data sharing. HPC is important in teaching bioinformatics because it increases the ability to collect big data and the need to analyze the data accurately and quickly. Bioinformatics involves the analysis of large amounts of data that cannot be performed with conventional computing.

Knowledge of student proficiency is important in determining the most appropriate bioinformatics teaching strategy. Introducing students to bioinformatics requires the use of customized tools and databases taught by a teaching assistant in a real-time bioinformatics laboratory (Neumann 2006). For more advanced undergraduate students, more sophisticated tools and databases can be used, such as the Student Workbench (bioquest.org), which is a web-based tool used to analyze molecular data.

Students, as well as scientists and researchers, are users of bioinformatics. Users not only need to be familiar with bioinformatics, but also need ongoing training to keep them up-to-date with emerging technology. (Schneider 2010) suggests the use of comprehensive bioinformatics training that meets a range of student interests and learning objectives (2). The training proposed by Schneider et al. It is valuable because it brings together challenges in training, such as differences in trainee experience and lack of materials, and provides essential solutions to these challenges. (Wood and Gebhardt 2013) offer another type of training: the European Learning Laboratory is the Life Sciences (ELLS) LearningLAB, which enables the exchange of new information at the local and international level, which in turn helps the student to access real biological data and get exposure to modern research methods (4 ).

Form and Leviter proposed the use of inquiry-based learning in teaching bioinformatics, which involves solving real-world problems with modern skills (1). Inquiry-based learning involves using questions and scenarios instead of presenting facts to students, which helps students learn the subject in their own way. The authors suggest guidelines for teaching bioinformatics that include student empowerment, diverse learning styles, and linking activities to existing science curricula.

Students prefer computer-based learning over traditional learning and find learning bioinformatics more interesting when working in pairs or groups (Machluf 2016). Although students find the use of computer-based learning more attractive and engaging, the teacher plays a crucial role in introducing bioinformatics to students by guiding students in understanding the activity and giving them feedback instead of automatic bioinformatics feedback. website (Machluf 2016).

Collaborative bioinformatics has also been advocated (Goodman and Dekhytar 2014) for what they refer to as disciplinary peer learning or concerted learning (2): collaborative learning involved students in a life science discipline working independently with students in a computer science discipline. Solving bioinformatics problems or issues.

Goodman and Dekhtiar (2014) proposed a teaching-in-concert approach to introduce students to computational thinking through collaborative projects that use software development. As such, they see their approach as emphasizing the development of interdisciplinary communication as well as collaborative skills in bioinformatics. In a hands-on approach to teaching bioinformatics, the teacher should design an introductory programming course and involve students in problem analysis, implementation, design, and decision evaluation. The teacher then focuses on the problem-solving process, making the approach suitable for students’ computational skills in bioinformatics. Therefore, students are taught two different courses, a common laboratory component and discipline-specific lectures, in a coordinated manner (Goodman & Dekhtyar, 2014).

The approach involves two lecturers co-creating course materials in a coordinated manner, although courses are taught from each instructor’s perspective. During laboratory assignments, students of both classes work together, thereby acquiring discipline-specific skills and knowledge. Thus, the approach involves the joint efforts of lecturers and students from different disciplines working towards a common goal.

Furthermore, to ensure that bioinformatics is taught effectively to undergraduate students, instructors and students must be equipped with competencies that enable them to use resources and data in ways that resonate with current research practice. Instructors should ensure that students explore web-based bioinformatics resources to increase their digital literacy, thereby reducing their fear of interacting with scientific resources, such as analysis tools and databases.

LearningLABS is crucial in introducing the basic concepts of computational biology as well as being able to glean from research. Through LearningLABS, instructors show their students the connections between cutting-edge research and learning topics, bringing science to life and sparking student interest in bioinformatics. Teachers should encourage student participation to ensure their skills are developed.

Instructors must integrate course content with relevant classroom topics to ensure that new concepts are introduced and that the course is successful. In addition, to ensure that students understand what is being taught, it is crucial to use materials such as downloadable PowerPoint presentations, lesson plans to enhance the instructor’s ability to teach the course material.

Form and Lewitter (2011) agree that the right technology is essential to effectively teach bioinformatics to college students. As such, computational tools can be effective in teaching future biologists if used early enough. Programs suitable for efficient bioinformatics training include fsBLAST, which is similar to BLAST for analyzing biological data. Through the program, students learn to analyze biological structure through various computer programs. These programs process and manipulate huge amounts of data in a short amount of time. However, the instructor should present the students with a paper-and-pencil analysis of the simplified data model. The exercise may involve comparing protein sequences before using BLAST to achieve a relatedness score. To help students understand the BLAST output, the instructor should present the information in a variety of ways, such as a colorful graphical interface, sequence alignment, and chart-format hit lists.

Wood and Gebhardt (2013) explain that LearningLAB training courses provide instructors with hands-on experience and theoretical knowledge in delivering bioinformatics concepts to students. Through the European Learning Laboratory for Life Sciences, ELLS, provides a direct link between students and instructors, thereby reducing the time it takes to expose students to new scientific discoveries. Therefore, lecturers act as transformers of knowledge by providing information to students from sources as ‘living science’. As such, lecturers ensure that students become interested in bioinformatics, thereby inspiring them to become future scientists.

Another way to teach bioinformatics to students is through virtual reality techniques. This technique is necessary to facilitate the interface with the external environment, as well as to create an artificial atmosphere for students. The instructor visualizes the information as a 3D correlation approach to create student interest and thereby enhance the learning interface. Virtual reality techniques help students understand the applicability of bioinformatics, thereby improving learning outcomes in therapeutics, biochemistry, anatomy, and pharmacology. As such, students learn the data storage and scanning tools necessary to acquire MRI data, in addition to determining correlates of brain findings using analytical software.

Virtual reality is essential to support multiple users at the same time, thereby facilitating collaborative and interactive learning. Therefore, virtual reality techniques, unlike teacher-initiated learning, encourage student-initiated learning. Instructors must also embrace recent advances in tablet and mobile technology as learning tools to equip students with materials and educational links for improved outcomes.

Therefore, students can deepen their knowledge of bioinformatics by being exposed to computational thinking. However, problem identification and instructor collaboration provide essential learning objectives for teaching a course with interdisciplinary expertise. Instructor moderation is critical in bioinformatics instruction, as is computer-based instruction. Students can learn bioinformatics through high performance computing, which uses fast computers to solve biological problems. In addition, inquiry-based learning can also help students grasp bioinformatics concepts effectively as they engage in real-world problem solving with modern skills. Other useful techniques for teaching bioinformatics include virtual reality technologies that facilitate interactive and collaborative learning.

References

Form, David and Fran Leviter. “Ten Simple Rules for Teaching Bioinformatics at the Advanced Level”. PLoS Comput Biol 7.10 (2011): e1002243.

Goodman, Anya L. and Alex Dekhtiar. “Teaching Bioinformatics in Concert”. PLoS Comput Biol 10.11 (2014): e1003896.

Machluf, Yossi et al. “Making real science accessible – benefits and challenges of integrating bioinformatics into the high school science curriculum”. Briefings in Bioinformatics (2016): 1-15. printing.

Neumann, Melody, and Nicholas Provart. Using custom tools and databases to teach bioinformatics in introductory biology courses. Toronto, ON: Department of Zoology and Department of Botany, University of Toronto, 2006. Print.

Park, Tyler, et al. “Using HPC for Bioinformatics Teaching and Learning: Benefits and Challenges”. BMC Bioinformatics 14.Suppl 17 (2013): A18.

Schneider, MV et al. “Bioinformatics training: a review of challenges, actions and support requirements”. Briefings in Bioinformatics 11.6 (2010): 544-551. Web.

Wood, Louise, and Philip Gebhardt. “Bioinformatics Goes to School – New Prospects for Teaching Modern Biology”. PLoS Comput Biol 9.6 (2013): e1003089.

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