Bioinformatics Curriculum Guidelines: Toward a Definition of Core Competencies

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Rapid advances in the life sciences and in related information technologies necessitate the ongoing refinement of bioinformatics educational programs in order to maintain their relevance. As the discipline of bioinformatics and computational biology expands and matures, it is important to characterize the elements that contribute to the success of professionals in this field. These individuals work in a wide variety of settings, including bioinformatics core facilities, biological and medical research laboratories, software development organizations, pharmaceutical and instrument development companies, and institutions that provide education, service, and training. In response to this need, the Curriculum Task Force of the International Society for Computational Biology (ISCB) Education Committee seeks to define curricular guidelines for those who train and educate bioinformaticians. The previous report of the task force summarized a survey that was conducted to gather input regarding the skill set needed by bioinformaticians [1]. The current article details a subsequent effort, wherein the task force broadened its perspectives by examining bioinformatics career opportunities, surveying directors of bioinformatics core facilities, and reviewing bioinformatics education programs. The bioinformatics literature provides valuable perspectives on bioinformatics education by defining skill sets needed by bioinformaticians, presenting approaches for providing informatics training to biologists, and discussing the roles of bioinformatics core facilities in training and education. The skill sets required for success in the field of bioinformatics are considered by several authors: Altman [2] defines five broad areas of competency and lists key technologies; Ranganathan [3] presents highlights from the Workshops on Education in Bioinformatics, discussing challenges and possible solutions; Yale's interdepartmental PhD program in computational biology and bioinformatics is described in [4], which lists the general areas of knowledge of bioinformatics; in a related article, a graduate of Yale's PhD program reflects on the skills needed by a bioinformatician [5]; Altman and Klein [6] describe the Stanford Biomedical Informatics (BMI) Training Program, presenting observed trends among BMI students; the American Medical Informatics Association defines competencies in the related field of biomedical informatics in [7]; and the approaches used in several German universities to implement bioinformatics education are described in [8]. Several approaches to providing bioinformatics training for biologists are described in the literature. Tan et al. [9] report on workshops conducted to identify a minimum skill set for biologists to be able to address the informatics challenges of the “-omics” era. They define a requisite skill set by analyzing responses to questions about the knowledge, skills, and abilities that biologists should possess. The authors in [10] present examples of strategies and methods for incorporating bioinformatics content into undergraduate life sciences curricula. Pevzner and Shamir [11] propose that undergraduate biology curricula should contain an additional course, “Algorithmic, Mathematical, and Statistical Concepts in Biology.” Wingren and Botstein [12] present a graduate course in quantitative biology that is based on original, pathbreaking papers in diverse areas of biology. Johnson and Friedman [13] evaluate the effectiveness of incorporating biological informatics into a clinical informatics program. The results reported are based on interviews of four students and informal assessments of bioinformatics faculty. The challenges and opportunities relevant to training and education in the context of bioinformatics core facilities are discussed by Lewitter et al. [14]. Relatedly, Lewitter and Rebhan [15] provide guidance regarding the role of a bioinformatics core facility in hiring biologists and in furthering their education in bioinformatics. Richter and Sexton [16] describe a need for highly trained bioinformaticians in core facilities and provide a list of requisite skills. Similarly, Kallioniemi et al. [17] highlight the roles of bioinformatics core units in education and training. This manuscript expands the body of knowledge pertaining to bioinformatics curriculum guidelines by presenting the results from a broad set of surveys (of core facility directors, of career opportunities, and of existing curricula). Although there is some overlap in the findings of the surveys, they are reported separately, in order to avoid masking the unique aspects of each of the perspectives and to demonstrate that the same themes arise, even when different perspectives are considered. The authors derive from their surveys an initial set of core competencies and relate the competencies to three different categories of professions that have a need for bioinformatics training.