Training activity information
Details
Determine an appropriate threshold for a quality control metric for genomic data, and explain the quality control metric and threshold to a laboratory colleague who is not a bioinformatician
Type
Developmental training activity (DTA)
Evidence requirements
Evidence the activity has been undertaken by the trainee​.
Reflection on the activity at one or more time points after the event including learning from the activity and/or areas of the trainees practice for development.
An action plan to implement learning and/or to address skills or knowledge gaps identified.
Considerations
- Generating quality control metrics
- Data distribution
- Effective communication
- The implications of data quality on patient care
Reflective practice guidance
The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.
Before action
- What statistical understanding is needed to determine appropriate thresholds? How can you explain technical concepts to a non-technical audience?
- How will you develop your ability to determine meaningful quality control thresholds for genomic data? How will you improve your communication skills in explaining complex scientific concepts to non-specialists? What is your current understanding of common quality control metrics in genomics?
- Will you research relevant quality control metrics and methods for determining thresholds? Will you practice explaining these concepts in simple terms? Have you discussed potential scenarios and colleagues with your training officer? What challenges might you encounter in determining the threshold or explaining it effectively? How do you feel about communicating technical information to non-technical colleagues?
In action
- What genomic quality control metric are you focusing on? What data or rationale are you using to inform your decision about an appropriate threshold? How are you planning to explain this metric and threshold in a clear and understandable way to a non-bioinformatician colleague?
- Are you able to analyse the relevant data to inform your threshold determination? Are you formulating your explanation and considering potential questions your colleague might have?
- If the data analysis is inconclusive, are you considering alternative approaches to determine the threshold? Are you practicing your explanation and anticipating areas where your colleague might need further clarification?
On action
- Describe the quality control metric you considered. How did you determine an appropriate threshold for it? How did you explain it to a non-bioinformatician colleague?
- What factors did you consider when determining the quality control threshold? What communication strategies did you use to explain the metric and threshold to someone without bioinformatics expertise? How effective were these strategies? Were there any challenges in explaining the concepts clearly? What did you learn from these challenges? How did your thinking during the threshold determination and explanation (‘reflect-in-action’) influence the outcome? How does the ability to define and communicate quality control metrics relate to working effectively in a multidisciplinary laboratory environment?
- What further learning do you need to improve your ability to define and justify quality control thresholds? How can you improve your communication skills when explaining technical concepts to non-technical colleagues? What specific actions will you take to develop these skills? What resources or support would be beneficial for further developing your skills in this training activity?
Beyond action
- Have you had to define thresholds for other quality control metrics since this training activity? How did you approach this task, drawing on your previous experience?
- Can you recall instances where you had to explain technical QC concepts to non-bioinformatician colleagues? How effective was your communication?
- How will your ability to define and communicate QC metrics contribute to effective collaboration and understanding within the laboratory in the future?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 4 |
Outcome
Summarise results of data analysis to stakeholders. |
| # 5 |
Outcome
Appraise laboratory quality control systems. |