Monica Abrudan

Monica Abrudan

Monica Abrudan is a Training Development Lead in the Centre for Genomic Pathogen Surveillance, at University of Oxford, where she develops courses in genomics and bioinformatics.

Location United Kingdom


  • Good points, Simon! This is a 3h module, that was part of a 6 day course. The course was free to attend, but limited to a small number of participants.

  • Hi Simon, there are several ways of making your online lectures more interactive, as Ben showed in his course. Other popular options are or

  • Hi Franziska, thank you for your answer! there are several other competency frameworks in use, on top of the ones mentioned in the text above. Check also this one: Core competencies in applied infectious disease epidemiology in Europe (

  • Hi Simon, thank you for your answer. In education context, evaluation is different from assessment. You can use a CF to help you in your course assessment, as well as in the course evaluation. In terms of course evaluation, by aligning program objectives with the competencies in the framework, you can evaluate whether the educational offering effectively...

  • Hi Simon, having an unprepared trainer is definitely a setback !

  • Hi Taiwo, how could you overcome these problems? Would pre-recording some sessions and allowing students to download content be an option?

  • Hi Corrado, objectives are about the intentions behind the teaching process, while learning outcomes are about what the student achieves through that process. The objectives listed above might be better listed under learning outcomes. As a side comment (from another genomic epidemiologist), you might also want to take a look at NCBI pathogen detection website,...

  • Hi Franziska, good to hear about your plans. If you work on small datasets, the lack of hard skills to analyse data could be overcome with using web based tools, or visual pipelines such as Galaxy. There is a huge need to equip healthcare professionals with skills to interpret genomic results - are you also considering creating training for this part of the...

  • Hi James, that sounds very interesting. Have you thought of finding alternatives to command line tools with web based tools?

  • Hi Corrado, that sounds very interesting. Which web-based bacterial genomic data analysis tool do you have in mind?

  • There is a huge need for training on genomics for non-genomics specialists. Think how might be able to use existing training materials, or, if you create new ones, how you might want to share with others afterwards.

  • Hi Simon, that sounds good, and very ambitious. How many teaching / training hours in total? I look forward to reading your course design in week 3

  • Educating patients and healthcare providers should be a top priority. Welcome to the course!

  • Hi Isabella, welcome to the course. Your Masters topic sounds very familiar. Somebody in my PhD was also studying a similar system. I hope you enjoy the TtT and I look forward to learning about your course design in Week 3

  • Hello, Michael, welcome to the course

  • Hello, Julius. Hope you enjoy the course

  • Welcome, Nada! We look forward to hearing more about your training and teaching plans

  • Welcome, Gladys. I hope you will enjoy the course to the end.

  • Welcome, Alaa! Training and teaching others are very valuable skills. I hope you enjoy the course.

  • Hi Camila, welcome to the course! Hope you have a good experience and I look forward to seeing your project in week 3.

  • What about assessing learners' interests?

  • Perhaps the trainer should have first made sure that everyone was on a similar level before the start of the course. Or, perhaps, they could have handed in some pre-course reading, to help learners with the new terminology. What do you think?

  • I agree, that is always difficult! We talked about training needs assessment and also about Formative Assessment in Week 1, Steps 1.19 and 1.20 - I hope you found that information useful for the future.

  • You are right, we also miss face to face courses. However, as we practice virtual learning, training and teaching, we gather more evidence on which educational methods are more effective online. Eventually, online communication will improve and become more efficient.

  • These are all good topics. Which one will you choose for the Week 3 assignment ?

  • I hope you get inspiration from our TtT course.

  • Perfect timing!

  • Your idea seems quite intriguing. 35 min is quite a short interval! Will of offer pre- and post- course learning materials ?

  • Having 1:1 conversations sounds like a good strategy, but how do you manage large cohorts of learners?

  • What would you ask in the pre-course survey?

  • Are you thinking of a formal, marked test?

  • Your plan sounds very tidy and organised - we are looking forward to seeing your design in Week 3!

  • Knowing how to install certain software programmes is a useful skill on its own. I do believe learners should be shown how to install and run their own software, however, during the course, they should be given very clear instructions on how to do so, in the interest of time!

  • Thank you, Stefany, I like how you phrased this: real-life data is not 'perfect data'. Yes, it is important to know how to analyse imperfect data, because often, as scientists, we hardly get perfect data.

  • You probably have some questions about the peer review project in week three – please add them to the responses to this comment so that the educators can help you.

  • You probably have some questions about the peer review project in week three – please add them to the responses to this comment so that the educators can help you!

  • @FrancinePerrine-Walker Could you recommend any funders in your country to other people attending the course?

  • Thanks for sharing your plan, Iros. Will you need additional trainers to facilitate the small projects?

  • @AlanCalder I see. From my work experience, we see a lot of discrepancies between phenotypic speciation vs WGS speciation. It is a good example where WGS performs very well in comparison to other methods, and a course on bacterial identification could motivate learners to continue studying bioinformatics!

  • Question for all: How do you include hands-on exercises in online courses?

  • Sounds ambitious! I am also looking forward to see your project in Week 3.

  • Nice questions, Francine. How would you facilitate communication between field plant pathologists and bioinformaticians? What would each need to learn for the conversation to be meaningful?