Educating Future Nursing Scientists: Recommendations for Integrating Omics Content in PhD Programs

Preparing the next generation of nursing scientists to conduct high-impact, competitive, sustainable, innovative, and interdisciplinary programs of research requires that the curricula for PhD programs keep pace with emerging areas of knowledge and health care/biomedical science. A field of inquiry that holds great potential to influence our understanding of the underlying biology and mechanisms of health and disease is omics. For the purpose of this article, omics refers to genomics, transcriptomics, proteomics, epigenomics, exposomics, microbiomics, and metabolomics. Traditionally, most PhD programs in schools of nursing do not incorporate this content into their core curricula. As part of the Council for the Advancement of Nursing Science\u27s Idea Festival for Nursing Science Education, a work group charged with addressing omics preparation for the next generation of nursing scientists was convened. The purpose of this article is to describe key findings and recommendations from the work group that unanimously and enthusiastically support the incorporation of omics content into the curricula of PhD programs in nursing. The work group also calls to action faculty in schools of nursing to develop strategies to enable students needing immersion in omics science and methods to execute their research goals

AKTive Food: Semantic Web based knowledge conduits for the Organic Food Industry

We present a vision and a proposal for using Semantic Web technologies in the organic food industry. This is a very knowledge intensive industry at every step from the producer, to the caterer or restauranteur, through to the consumer. There is a crucial need for a concept of environmental audit which would allow the various stake holders to know the full environmental impact of their economic choices. This is a different and parallel form of knowledge to that of price. Semantic Web technologies can be used effectively for the calculation and transfer of this type of knowledge (together with other forms of multimedia data) which could contribute considerably to the commercial and educational impact of the organic food industry. We outline how this could be achieved as our essential objective is to show how advanced technologies could be used to both reduce ecological impact and increase public awareness

Educating Students in Healthcare Information Technology: IS Community Barriers, Challenges, and Paths Forward

Healthcare information technology (HIT) is an exciting field to which information systems (IS) scholars have much to contribute. As the IS community continues to tackle enrollment and growth issues across the nation, HIT becomes an attractive topic for the IS educators to embrace. Careful consideration and domain understanding are needed to ensure a suitable depth and balance in curricula. The intent of this article is to provide guidance to the IS community to support and promote successful HIT educational courses and programs by investigating three important questions: (1) Does IS have a role in HIT? (2) Where does an IS educator look to begin with HIT education? (3) How do IS educators frame their vision for HIT curricula leveraging the discipline’s strengths? Our hope is that this article will illuminate HIT curriculum matters for the general IS faculty and generate purposeful debate regarding how best to position HIT education within the IS discipline if IS faculty want to join in the quest to successfully educate and place graduates in the growing health technology sector

Fostering the Biosecurity Norm: Biosecurity Education for the Next Generation of Life Scientists

Sustainable education on biosecurity and dual use for life scientists is increasingly recognised as being an important element of broader efforts to achieve biosecurity. To address this issue, a joint project between the Landau Network-Centro Volta and the Bradford Disarmament Research Centre has been initiated to analyse what currently exists in terms of biosecurity and dual use education, but also how such education can be most effectively achieved in a sustainable fashion. The purpose of this paper is to elaborate on the findings of a survey on the extent of, and attitudes to, biosecurity and dual use education in European universities, and outline the educational activities undertaken through a network of contacts built through the survey and some of the conclusions drawn from engagement with this network. The paper also outlines the development and optimization of an Educational Module Resource intended to support lecturers in the improvement and implementation of educational material related to biosecurity and dual use. This is further expanded by the authors' experience derived from implementation tests conducted at universities around Europe, in which material was tested with students and faculty members. To date, the main results from this evaluative process are that students and faculties are generally unaware of biosecurity and dual use concerns, but nonetheless appear interested in discussing these topics and have initiated challenging debates on the importance of balancing factors such as security, research, secrecy and development. However, serious efforts in terms of developing and promulgating education more broadly across the life science community will require concerted actions which look at education but also at other mutually reinforcing intervention points such as funding bodies, authors and publishers. Moreover, in the longer term it will also be necessary to develop new mechanisms and metrics to determine success in these activities and ensure that educational activities are contributing, along with other legal and regulatory measures, to mitigating the challenge of potential misuse of the life sciences in the 21st century

A Study of Secondary School Students’ Participation in a Novel Course on Genomic Principles and Practices

Since the inception of the Human Genome Project (HGP) there has, and continues to be, rapid changes in genomics, STEM, and human health. Advances, specifically in genomics, continue to be increasingly important as new knowledge in this field has led the trajectory for significant advancements in all biological disciplines. Throughout the scientific community there is an emphasis on increasing and improving genomic concepts and literacy for grades K-12. Numerous research studies report that there is generally a low level of genetic/genomic knowledge among the general public. The purpose of this research is to analyze and document evidence of secondary school students’ participation, and educational outcomes, in a novel course on genomic principles and practices. A mixed methods approach, using qualitative and quantitative methods was used to address three research questions. 1) Based on affective evidence, how did secondary school students perceive and critically judge, content topics learned in a course on modern genomic principles and practices? 2) Based on cognitive evidence, how much of the content did secondary school students learn when they participated in a course on modern genomic principles and practices? 3) Using individual interview evidence, what are the major perceptions that the secondary school students expressed throughout the duration of the course? The results for Research Question 1 demonstrated that the students gained a significant level of new knowledge pertaining to genomics after attending the course sessions, based on their pre-and post-test Likert survey data. More particularly, they expressed more interest in, and understanding of genomic principles and practices. Concurrently, they became much more critically reflective and evaluative about some of the societal and medical implications of its applications. With respect to Research Question 2, the secondary school students’ content knowledge as measured by a 25-question multiple-choice pre-and-post test administered before and after the course demonstrated a significant increase. Lastly, the participants were provided an opportunity to comment on the course through individual and collaborative interviews, in order to find out to what extent they perceived the course to be interesting and challenging. Future inquiry expanding from this research would help to establish the foundational pathway for designing a more inclusive genomics curriculum

DOC 2008-03 University of Dayton Proposal for New Graduate Degree Program: Master of Science in Bioengineering

Official, approved document of the Academic Senate of the University of Dayton

Building towards precision medicine: empowering medical professionals for the next revolution

A new paradigm in disease classification, diagnosis and treatment is rapidly approaching. Known as precision medicine, this new healthcare model incorporates and integrates genetic information, microbiome data, and information on patients’ environment and lifestyle to better identify and classify disease processes, and to provide custom-tailored therapeutic solutions. In spite of its promises, precision medicine faces several challenges that need to be overcome to successfully implement this new healthcare model. In this paper we identify four main areas that require attention: data, tools and systems, regulations, and people. While there are important ongoing efforts for addressing the first three areas, we argue that the human factor needs to be taken into consideration as well. In particular, we discuss several studies that show how primary care physicians and clinicians in general feel underequipped to interpret genetic tests and direct-to-consumer genomic tests. Considering the importance of genetic information for precision medicine applications, this is a pressing issue that needs to be addressed. To increase the number of professionals with the necessary expertise to correctly interpret the genomics profiles of their patients, we propose several strategies that involve medical curriculum reforms, specialist training, and ongoing physician training