Problem-based learning in clinical bioinformatics education: Does it help to create communities of practice?

Area of Science:

• Genomics in Medicine
• Clinical Bioinformatics
• Healthcare Professional Training

Background:

• The genomics era necessitates skilled clinical bioinformaticians for analyzing vast healthcare data.
• Clinical bioinformatician training programs, like the UK's 3-year Master's, face challenges with trainee isolation and mentorship.
• Establishing communities of practice (CoPs) is a proposed solution to mitigate isolation and enhance knowledge sharing.

Purpose of the Study:

• To evaluate the effectiveness of a group-centered problem-based learning (PBL) approach combined with a flipped classroom model.
• To assess if this teaching style contributes to the formation of CoPs among clinical bioinformatician trainees.
• To understand trainee preferences compared to traditional lecture-based formats.

Main Methods:

• Conducted semistructured interviews with 8 students across 3 cohorts.
• Analyzed trainee experiences with a PBL and flipped teaching methodology.
• Focused on evaluating the impact on CoP development and professional isolation.

Main Results:

• Students preferred the PBL and flipped teaching style over traditional lectures.
• The problem-based learning approach successfully facilitated the formation of CoPs.
• These CoPs were found to be valuable for professional development and guideline creation.

Conclusions:

• The integrated PBL and flipped teaching model is effective for training clinical bioinformaticians.
• This educational approach supports the development of vital CoPs, addressing trainee isolation.
• The study highlights the importance of CoPs in professionalizing the emerging field of clinical bioinformatics.