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This publication hasn't any creative commons license associated. This deposit is composed by the main article plus the supplementary materials of the publication. This deposit is composed by a publication in which the IGC's authors have had the role of collaboration (it's a collaboration publication). This type of deposit in ARCA is in restrictedAccess (it can't be in open access to the public), and can only be accessed by two ways: either by requesting a legal copy from the author (the email contact present in this deposit) or by visiting the following link: http://journals.plos.org/ploscompbiol/article?id=10.1371/journal.pcbi.1005715#sec022 Africa is not unique in its need for basic bioinformatics training for individuals from a diverse range of academic backgrounds. However, particular logistical challenges in Africa, most notably access to bioinformatics expertise and internet stability, must be addressed in order to meet this need on the continent. H3ABioNet (www.h3abionet.org), the Pan African Bioinformatics Network for H3Africa, has therefore developed an innovative, free-of-charge "Introduction to Bioinformatics" course, taking these challenges into account as part of its educational efforts to provide on-site training and develop local expertise inside its network. A multiple-delivery-mode learning model was selected for this 3-month course in order to increase access to (mostly) African, expert bioinformatics trainers. The content of the course was developed to include a range of fundamental bioinformatics topics at the introductory level. For the first iteration of the course (2016), classrooms with a total of 364 enrolled participants were hosted at 20 institutions across 10 African countries. To ensure that classroom success did not depend on stable internet, trainers pre-recorded their lectures, and classrooms downloaded and watched these locally during biweekly contact sessions. The trainers were available via video conferencing to take questions during contact sessions, as well as via online "question and discussion" forums outside of contact session time. This learning model, developed for a resource-limited setting, could easily be adapted to other settings. National Human Genome Research Institute; Office of the Director; National Institutes of Health grant: (U41HG006941). info:eu-repo/semantics/publishedVersion

The H3ABioNet pan-African bioinformatics network, which is funded to support the Human Heredity and Health in Africa (H3Africa) program, has developed node-assessment exercises to gauge the ability of its participating research and service groups to analyze typical genome-wide datasets being generated by H3Africa research groups. We describe a framework for the assessment of computational genomics analysis skills, which includes standard operating procedures, training and test datasets, and a process for administering the exercise. We present the experiences of 3 research groups that have taken the exercise and the impact on their ability to manage complex projects. Finally, we discuss the reasons why many H3ABioNet nodes have declined so far to participate and potential strategies to encourage them to do so., Author summary Many programs have been developed to boost the technical and computational skills of scientists working in low to medium income countries (LMIC), who often struggle to remain competitive with their peers in more developed parts of the world. Typically, these programs rely on intensive workshops where students acquire and exercise these skills under the supervision of experienced trainers. However, when trainees return to their home institutions, even after extensive exposure to state of the art techniques, they often find it difficult to put the skills they have acquired into practice and to establish themselves as fully independent practitioners. We have attempted to build a framework through which teams of scientists in African research groups can demonstrate that they have acquired the necessary skills to analyze different types of genomic datasets. Three teams of scientists who have successfully submitted to this assessment exercise report their positive experiences. Many potential participants have so far declined the opportunity, and we discuss the reasons for their reluctance as well as possible ways to facilitate their engagement and provide them with incentives. We argue that assessments such as this could be part of any program aiming to develop technical skills in scientists wishing to support genomic research programs.