Abstract

Modern technologies are capable of generating enormous amounts of data that measure complex biological systems. Computational biologists and bioinformatics scientists are increasingly being asked to use these data to reveal key systems-level properties. We review the extent to which curricula are changing in the era of big data. We identify key competencies that scientists dealing with big data are expected to possess across fields, and we use this information to propose courses to meet these growing needs. While bioinformatics programs have traditionally trained students in data-intensive science, we identify areas of particular biological, computational and statistical emphasis important for this era that can be incorporated into existing curricula. For each area, we propose a course structured around these topics, which can be adapted in whole or in parts into existing curricula. In summary, specific challenges associated with big data provide an important opportunity to update existing curricula, but we do not foresee a wholesale redesign of bioinformatics training programs.

Highlights

  • The modern quantitative scientist is awash in a data deluge

  • There is a need to update bioinformatics curricula to address these challenges, which requires us to develop curricula that provide the appropriate skillset for analyzing big data along with the knowledge to extract and determine the validity of key findings

  • These courses feature the most necessary biology, computational and statistical knowledge needed for students to graduate as well-informed bioinformaticians in the era of big data

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Summary

Introduction

The modern quantitative scientist is awash in a data deluge. The amount of data being generated far outweighs that being thoroughly analyzed. While bioinformatics programs have traditionally trained students in data-intensive science, we identify areas of particular biological, computational and statistical emphasis important for this era that can be incorporated into existing curricula. Specific challenges associated with big data provide an important opportunity to update existing curricula, but we do not foresee a wholesale redesign of bioinformatics training programs.

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