Tambi Richa, Bayoumi Riad, Lansberg Peter, Banerjee Yajnavalka
Department of Basic Medical Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates.
Department of Pediatrics, University Medical Center Groningen, Groningen, Netherlands.
JMIR Med Educ. 2018 Oct 25;4(2):e11122. doi: 10.2196/11122.
With the rapid integration of genetics into medicine, it has become evident that practicing physicians as well as medical students and clinical researchers need to be updated on the fundamentals of bioinformatics. To achieve this, the following gaps need to be addressed: a lack of defined learning objectives for "Bioinformatics for Medical Practitioner" courses, an absence of a structured lesson plan to disseminate the learning objectives, and no defined step-by-step strategy to teach the essentials of bioinformatics in the medical curriculum.
The objective of this study was to address these gaps to design a streamlined pedagogical strategy for teaching basics of bioinformatics in the undergraduate medical curriculum.
The established instructional design strategies employed in medical education-Gagne's 9 events of instruction-were followed with further contributions from Peyton's four-step approach to design a structured lesson plan in bioinformatics.
First, we defined the specifics of bioinformatics that a medical student or health care professional should be introduced to use this knowledge in a clinical context. Second, we designed a structured lesson plan using a blended approach from both Gagne's and Peyton's instructional models. Lastly, we delineated a step-by-step strategy employing free Web-based bioinformatics module, combining it with a clinical scenario of familial hypercholesterolemia to disseminate the defined specifics of bioinformatics. Implementation of Schon's reflective practice model indicated that the activity was stimulating for the students with favorable outcomes regarding their basic training in bioinformatics.
To the best of our knowledge, the present lesson plan is the first that outlines an effective dissemination strategy for integrating introductory bioinformatics into a medical curriculum. Further, the lesson plan blueprint can be used to develop similar skills in workshops, continuing professional development, or continuing medical education events to introduce bioinformatics to practicing physicians.
随着遗传学迅速融入医学领域，显而易见的是，执业医师、医学生以及临床研究人员都需要了解生物信息学的基础知识。要实现这一点，需要解决以下差距：缺乏针对“医学从业者生物信息学”课程明确的学习目标，缺少用于传播学习目标的结构化教案，以及在医学课程中没有明确的逐步教授生物信息学要点的策略。
本研究的目的是填补这些差距，为本科医学课程中生物信息学基础知识的教学设计一种简化的教学策略。
遵循医学教育中既定的教学设计策略——加涅的九段教学事件，并借鉴佩顿的四步法，设计生物信息学的结构化教案。
首先，我们明确了医学生或医疗保健专业人员应了解的生物信息学具体内容，以便在临床环境中运用这些知识。其次，我们采用加涅和佩顿教学模式的混合方法设计了一个结构化教案。最后，我们制定了一个逐步策略，利用基于网络的免费生物信息学模块，并将其与家族性高胆固醇血症的临床案例相结合，来传播生物信息学的明确具体内容。舍恩反思实践模型的实施表明，该活动对学生具有启发性，在他们生物信息学基础培训方面取得了良好效果。
据我们所知，本教案是首个概述将生物信息学入门内容融入医学课程的有效传播策略的教案。此外，该教案蓝图可用于在研讨会、继续职业发展或继续医学教育活动中培养类似技能，向执业医师介绍生物信息学。
