How to Use a Hypen State of the Art or Stateoftheart

• Journal Listing
• EPMA J
• 5.12(i); 2021 Mar
• PMC7943331

EPMA J. 2021 Mar; 12(one): xv–25.

Didactics for futurity biobankers - The state-of-the-art and outlook

Judita Kinkorová

¹Laboratory of Immunochemistry, University Hospital in Pilsen, Edvarda Beneše 1128/13, 305 99 Pilsen, Czechia

²Faculty of Medicine in Pilsen, Charles University, Husova 3, Pilsen, 301 00 Czech Republic

Received 2020 Dec 18; Accepted 2021 January 27.

Abstruse

Biobanking as a chop-chop growing branch of personalised medicine has undergone enormous progress during last two decades. Nowadays it is a well developed and structured multidisciplinary field that reflects developments and advances of biomedical enquiry based on principles of predictive, preventive and personalised medicine (PPPM/3PM). All these trends in PPPM progress have to be translated into practice and teaching of new generation of scientists and healthcare givers. The importance of biobanks for multitasking inquiry, personalised treatment, and wellness care systems was emphasised by many scientists and health intendance experts. As biobanking carries multidisciplinary character currently including more professionals than ten—twenty years agone, new generation of professional biobankers is urgently needed. To create new generation of biobankers who are fully competent to answer more and more than scientific and applied questions, new study programmes, novel university curricula, and topic-dedicated courses are essential. The aim of the review is to nowadays basic forms, trends of biobanking pedagogy offered by various biobanking related bodies and to highlight future needs. The first footstep is to encompass all activities and duties of biobanks: acquiring, collecting, storageing and sharing biological samples and associated information, using adequate assessment for both - materials and data, taking into consideration ethical, legal, and societal issues (ELSI), responding to all stakeholder needs including pharmaceutical and other related industries, patient organisations and many other interested groups, emerging technologies and innovations equally well every bit electric current and future requirements of wellness care systems. To compile educational programmes is a comprehensive job for all actors involved in the field of biobanking who contribute to the harmonised process of creating high educational level for future generation of biobankers. The substitution of experience involving extensive international collaboration is the way how to facilitate the process of creating optimal biobanking education.

Keywords: Biobank, Didactics, Training, Predictive preventive personalised medicine (PPPM/3PM), Ethical legal and societal issues (ELSI), Future health care, Bogus intelligence, Car learning, Innovation, Big data, Biomedical enquiry, Multidisciplinary, Wellness policy, International collaboration, Healthcare industry, COVID-19

Introduction

Biobanking for the last more than 20 years represents a meaning colonnade of personalised medicine approach to the patient health care with high innovative potential. Basic attributes of predictive, preventive and personalised medicine (PPPM) see the requirements of modern biobanking to meliorate prevent, to contribute to the early diagnosis, to notice the all-time possible treatment for every patient, to predict the patient response.

Currently hundreds of well-established biobanks operate worldwide, and new biobanks are existence established. Biobanks are generally based on biological samples and associated data, and biobanking as apace developing science is multidisciplinary, requiring clinicians, surgery doctors, laboratory staff, pathologists, imaging specialists equally well as information technologies (IT) specialists, statisticians, data and „large data" specialists, artificial intelligence (AI), and machine learning (ML) specialists. Biobanking likewise includes other specializations such as technology, ideals, laws, logistics, and business concern direction [1]. Every process in biobank during the whole life bicycle of a sample, from collecting biological textile, transfer, storage, sharing, requires highly specialised and qualified personnel. Every bit regards associated data and information, accurate, reliable, and standardised clinical and laboratory data are required [two].

To operate a biobank fully and reliably, new generation of biobankers is needed.

Together with biobanking and a scientific discipline of biobanking development the requirements on the biobanking staff are bigger and bigger and more diverse. During last ii decades many more-or-less successful educational attempts were developed. From relatively minor simple courses for specific staff specializations like technicians, clinicians, IT specialists, to bigger and more comprehensive ones. The type and extent were dependent on the blazon of biobank, from population, or disease specific and other human biobank, to creature repositories, seed biobanks and fungi and other microorganisms' biorepositories, museums, and environmental repositories. Courses or education classes, workshops and other events also depend on the provider of the course, it means academy, hospital, society, or clan, and others. Some courses are costless, merely many are paid. Some courses are only theoretical, some with deep laboratory exercise and trainings. The challenge is how to develop an advisable range of education and training opportunities for the various needs of biobank employee [three].

History of biobanking didactics

But over a decade ago, no formal biobank pedagogy programs for biobanking existed [3], but the need of didactics was expressed by pathologists, researchers, and scientists. The beginning actors in the field of formulating biobanking educational programs were International Social club for Biological and Environmental Repositories (ISBER), National Cancer Institute (NCI), Organization for Economical Co-operation and Development (OECD), and European Commission (EC). OECD published in 2007 OECD Principles and Guidelines for Admission to Research Information from Public Funding [iv], and in 2009 OECD Guidelines for Human Biobanks and Genetic Research [5]. NCI published in 2016 NCI Best Practices for Biospecimen Resources [vi] with the Appendix six: CAP Biorepository Accreditation Program Checklist (CAP- College of American Pathologists) that tin can be considered equally the cornerstone of biobanking with comments on education and preparation.

The form of education can be diverse; from lectures, lessons, seminars, workshops with a special narrow ranged topic, to one or more weeks, months, years courses are existence currently available. Well known and established world – famous biobanks offer their own specialised courses, university caste studies, PhD courses, and other types of didactics and training [three, 7–11].

Biobanking is a good example of implementation so called "mobile learning", "e-learning", "altitude learning" [12, 13], as a blazon that could be realised by the use of mobile technologies. Very popular are various electronic, so chosen e-learning courses, allowing communication in real time, or in non-existent time- offline to share with students study materials, presentations, tests, references, annotations, links, videos, sharing screens, consultations, and then on, via electronic media, such as the internet, intranets, extranets, satellite broadcast, sound/video tape, interactive Television and CD-ROM. E-learning is commonly defined as using technological devices and the internet for teaching and learning [12]. The need for a wide utilize of It and IA technologies refers to the growing corporeality of information in biobanks, that are of big value, diversity, and velocity [14], and generated by diverse sources [fifteen]. International dimension of biobanking as a science, requires broad international collaboration, and the number of professional person specializations involved in biobanking (Fig.i). Biobanking education is personalised education to fit the specialization and the purpose [16, 17].

Complex approach to biobanking educational activity

Three biggest biobanking societies and infrastructure international educational courses

• ISBER educational activity (International Gild for Biological and Environmental Repositories)

ISBER is a global biobanking organisation which creates opportunities for networking, education, and innovations and harmonises approaches to evolving challenges in biological and environmental repositories. ISBER fosters collaboration, creates education and grooming opportunities [18], provides an international showcase for state-of-the-art policies, processes, and research findings, and innovative technologies, products, and services. Together, these activities promote all-time practices that cut beyond the broad range of repositories that ISBER serves [19]. For ISBER as it has declared on its home web pages education activities are of slap-up importance. The second out of half-dozen society goals are: Educate and share information and tools within the social club and with stakeholders. Learning in ISBER is divided into several types of activities: educational videos presented past ISBER expert members specialised due east.1000., on information management, upstanding, legal, and societal issues (ELSI), quality management, packing and shipping, educational webinars, also specialised on ISBER best practices, SPREC (Standard PREanalytical Coding for Biospecimens), biobanking software, veterinary biobank, and educational courses. The almost important are following three courses:

Essentials of Biobanking Grade – ISBER with Canadian Tissue Repository Network (CTRNet) offering online flexible format course with nine modules, 7–eleven h to review all material and complete, international, applicable for all biobankers, human biobanks focused (paid) (Almanac Report 2019) [8].

Educational Opportunities/Certificates and Degrees for Repositories offering a list of available courses in Us (7 courses), Europe (10 courses), Canada (2 courses), and 2 international, lasting from days to two years or varies [twenty].

The near contempo course is Qualification in Repository Scientific discipline (QBRS). ISBER and American Society for Clinical Pathology Board of Certification (ASCP BOC) prepared a new Qualification in Repository Scientific discipline (QBRS) for biobankers. QBRS is a special professional course for advanced biobankers including all the qualifications, knowledge, and skills to go a competent biorepository scientist. The course consists of activities such as specimen handling (collection, processing, and storage), sample/data inventory and condom management and quality control, infection command, and biorepository operations. QBRS started in April 2020 [21]. QBRS was designed upon meeting specific educational and experience requirements for the qualification, candidates. This new qualification will further accelerate the field of biorepository science. Biobanks are vital to medical research and precision medicine and require qualified professionals to obtain loftier quality results that will be useful in advancing biomedicine [21].

Summary of ISBER educational activities was recently published in the Periodical of Society: Biopreservation and Biobanking, 2020 [three].

• ESBB instruction (European, Eye Eastern & African Society for Biopreservation and Biobanking)

ESBB is focused on the three regions Europe, Middle East, and Africa (EMEA) and the mission emphasises advance biosharing for a better globe through mobilising, inspiring, and educating the biobank community across EMEA [22]. ESBB offers several options to educate similar webinars, courses, and mentoring and exchange programs [23].

ESBB educatee webinar focuses on Biobank Chief Students but is open for all students, young biobankers and/or advanced biobankers, independent of their career level. The aim is that Principal Students in their final year have different roles in this webinar serial in social club to gain experiences while presenting a talk, or chairing a session, while being supervised by senior biobank professionals [23].

ESBB educational activity webinars on various topics for the yr 2020 were as follows: projection management I, II, ELSI, requirement management for It solutions, automation in biobanking, quality direction & pre-analytics, change management I, II, clinical trials, translational inquiry and biobanking.

• BBMRI-ERIC education (Biobanking and Biomolecular Resources Research Infrastructure- European Research Infrastructure Consortium)

BBMRI-ERIC is the biggest biobanking infrastructure in Europe (with xvi members mainly Eu states and iv observers) [24].

BBMRI as the entire infrastructure of enquiry centres, universities, biobanks, industry does not organise its own education courses, but organises thematically focused webinars, commonly on hot topics like ethical, legal, and societal issues (ELSI), quality management issues, and preparation courses. For external researchers, medical professionals, biobank managers who want to participate in research projects on human biological samples offers external ELSI training courses. 5 days and consists of two modules: the first module is focused on upstanding, legal, and regulatory questions and the process how to gain a counsel for research projects since regulations vary widely between European countries. In addition, for genetic information from human samples it provides practical guidelines on how to manage them. The second module deals with procurement of samples and data in a lifecycle of the sample in a clinical context aligned with latest CEN/ISO standards for preanalytical procedures [25]. BBMRI also offers series of videos from various thematically focused events to address the key problems in biomedical research involving human subjects, human being biological samples and associated medical data: ethics, legal problems, privacy and data protection, data standardisation.

Bilateral educational programs

BRoTHER

Educational activity "lesser up" (Biobank Research on Telemedical Approaches for Human Biobanks in a European Region).

Project of cantankerous border collaboration Brother (between Bavaria, Germany, and the Czech Commonwealth) is an example of other "bottom up" activities in the field of biobank education. Education of medical educatee in the frame of agile student commutation programme was a part of collaborative activities betwixt the two regions, wellness care systems, medical institutions, and biobanks. The Brother project (2017–2019) was designed to analyse [26] the obstacles which take to be overcome if clinical related biobanks from different national systems wish to interact and ready upwards common biobank projects. Successful collaboration can unable forming an innovative nucleus in the Centre of Europe for future interconnected biobanks, as was published in Pan European Networks in 2017 [26]. The evaluation of the projection resulted to the development of a subsequent projection with a special attention to the teaching in biobanking – edu-BRoTHER supported by a European Union grant within the INTERREG programme (ETZ 2014–2020/289) [27].

Other national educational and grooming courses

In addition to that educational activities of societies, universities, biobanks, inquiry centres, too national and regional educational programs are being developed based on national and regional requirements and needs.

In Poland, the first training grade was organised in 2004 in collaboration with the University of Barcelona [10].

Integrated BioBank of Luxemboug (IBBL) adult in collaboration with the University of Luxembourg a long-life learning course that includes theoretical, operational, and practical cognition and skills necessary for biobanks performance. The document program lasts three weeks and besides the bones biobanking skills encourages the data for international material and data exchange across different thematic biobanking groups involved in biospecimen conservation, storage, science, and research.

The first course took place in 2011 and since has been offered every 2 years [7].

Medical University in Graz and BioBank Graz (Republic of austria) prepared and offering beginning distance learning postgraduate Master course "MSc in Biobanking", that started in 2016. The course is organised as four semesters class and the curriculum is comprised of 12 modules. The outset ii years the course is realised as a distance-learning, and the students can do their preparation alongside full-fourth dimension work anywhere in the world. Ane-calendar week confront-to face course takes place in Graz each semester [28].

Two-year systematic preparation program at the Master level was developed in 2010, as a articulation initiative of the Cosmic University in Lyon and the University of Squeamish Sophia Antipolis (France). [29], The grade "Biobank Manager" focuses on applied skills such as quality control and quality assessment (QC/QA), the direction of bioresources, how to go funding for a biobank, how to go material transfer agreement (MTA), how to comport a translational or clinical research program.

European Virus Archive – Global

(EVAg is a non-profit organization a unique biological resource in the field of virology, offers Biobanking East-learning Training for students mainly from Africa [thirty].

International Agency for Enquiry on Cancer (IARC) World Health Organization (WHO)

Also offers "Learning platform Biobanking" that consists of Information technology infrastructures for biobanks, sample and data collection, sample and data management, bioinformatics, ELSI, quality and sustainability [31].

Communist china has entered to the biobanking world during last decade vigorously and in a brusk time has get an of import biobanking partner. The expansion of biobanks in China also as in other countries requires educated staff. Leading professors from People's republic of china, the USA, UK, and Canada were invited to teach the latest version of biobanking knowledge and skills around the globe [ix]. One case is a comprehensive class, consisting of 6 modules: basic medical sciences, clinical medicine, life sciences, mechanical engineering, and biomedical engineering science and was inspired by French well established 2-year grooming plan at the Chief level with a professional qualification every bit a "Biobank Manager" [32].

In Arab region, where biobanking is a relatively new concept [11] newly established biobanking courses cover quality, ethics, information technology, translational inquiry. Other countries in EMEA region with fast growing biobanks are Arab republic of egypt [33], Hashemite kingdom of jordan [34], Qatar [35, 36], and Kingdom of saudi arabia [37].

Non biobanking societies, associations, and other educational bodies

EPMA

Educational activity (European Association for Predictive, Preventive and Personalised Medicine).

The EPMA is a world-famous establishment that promotes predictive, preventive, and personalised approaches and principles in health care, health care systems, biomedical research, and education of hereafter generations of professionals in Europe and worldwide. EPMA is based on active integrative, and multidisciplinary approach in its activities [38]. An of import portion of EPMA activities is devoted to immature professionals. For them broad range of topics is offered with the aim to introduce young researchers to the field of Predictive and Personalised Medicine and main principals of PPPM (in order to help medical schools), support students to exist involved and actively participate in national and international research projects and collaborations between immature scientists and betwixt Universities, research laboratories and Pharma and Technological companies to build multifunctioning international network.

Since 2009 EPMA has been publishing EPMA Journal with specialised professional sections, amidst them "Biobanking and biopreservation" [39].

European Commission and education in the field of biobanking

Basic requirements on biobank and their basic functions were published in Directive 2004/23/EC [twoscore] and Directive 2006/86/EC that implements the Directive 2004/23/EC. The article 27 of Directive 2004/23/EC describes the basic requirements on personnel involved in donation, procurement, testing, processing, preservation, storage and distribution of human tissues and cells.

Based on the above Directives some member states adult their own national education courses answering their own national too as requirements.

European Commission generally supports all kinds of knowledge and experience sharing and dissemination, but at that place is no special tool or program. Every pillar of Horizon 2020 – the biggest Eu inquiry and innovation program always [41] (excellent science, industrial leadership, societal challenges) has its ain arroyo and the instruments for international education and experience sharing are spreading excellence and widening participation e.g. Teaming, Twinning, and ERA-Chairs.

Horizon 2020 projects with education in biobanking

• B3Africa. Bridging Biobanking and Biomedical Research across Europe and Africa aims to support, develop, and establish predictive, preventive, and personalised healthcare worldwide. Newly established thirty African biobanks, are an invaluable resources of homo samples and data. The African population represents the greatest genomic multifariousness on the planet and offers an enormous resource of information to heighten biomedical enquiry. Implementation of an educational activity and training programs for information and capacity edifice is therefore of great importance [42].

• DRYNET. The project supports the development of international/inter-sectorial network, with the aim of sharing knowhow & expertise for the dry storage of cells/germplasm. A part of the project is also meeting/workshop/summertime schoolhouse to implement the project strategy for biobanking. DRYNET aim to generate young scientists with transferable skills, ensuring career prospect in academia/industry [43].

• DRYSTORE. The proposal is perfectly fitted for the "Researcher" to go an contained scientist and an skilful in the field of biobanking supporting researchers´ creative potential and further evolution of interdisciplinary and communication skills by learning Somatic Cell Nuclear Transfer (SCNT). The projection includes whole genome assay, mentoring students, participating in conferences, and communicating inquiry results to targeted audiences, and due to enhancing scientific profile of the researcher [44].

• SPIDIA4P. The aim of the project is to enable better diagnosis and medical research for personalised medicine and a function of the project is the organisation of preparation, education, and counselling [45].

• SIMICA. In the frame of twinning project, it will offer training and mentoring opportunities for young researchers from partnering institutions [46].

• WIDENLIFE. University of Tartu aims to become the leading research and teaching eye for reproductive and foetal medicine in Eastern and Nordic European countries. It will also offer preparation and mentoring opportunities for young researchers [47].

• LIFECYCLE. The aim of the project is to regularly organise international meetings focused on pregnancy and child cohort researchers, and to introduce a Fellowship Training Program for exchange of junior researchers between European pregnancy or child cohorts. Finally to develop e-learning modules for researchers performing life-grade wellness studies [48].

• BonePain. BonePain is the showtime European platform to promote research, innovation and educational activity focused on bone pain. It consists of creating a wide-ranging integrated grooming program for young researchers. The principal topics are to elucidate the mechanisms of bone pain and develop new medicines with the use of in vivo models, cancer-induced bone pain and fracture pain to investigate the pathophysiology and modern treatment strategies. Extensive trainings will cover both specific research skills and transferable skills, and the students volition obtain an interdisciplinary, state-of-the-art, and innovative training from the experts, with international experience [49].

• Biotem. Project that is historically focused on educational and research purposes has evolved in terms of complication and demand due to the well-nigh recent developments in biomedical inquiry and therapy and follows a trend towards an era of personalised medicine [l].

• TrainCKDis. TrainCKDis is a European Grooming Network supporting xv immature researchers working on research projects targeting key areas required to fill the gaps in chronic kidney disease CKD label. Enhanced understanding will support the identification of biomarkers for early diagnosis of patients most at risk, for monitoring progression, besides as aid in development of treatments [51].

Companies operating in biobanking and specialised biobanking education

Big companies continued and supporting biobanking processes offer educational and study programmes in swell variety: Thermo Fisher [52] is a good case offering their "Biobanking Learning Center". Agilent [53] offers wide range of educational activities at Agilent University including classroom grooming, virtual instructor-led training, and self-paced e-learning courses. Autoscribe [54] advise a range of laboratory data management organisation (LIMS) training courses and workshops, Bruker's instruction and training programs [55] get access to knowledge virtually the very latest achievements in modern analytics. Farrarscientific [56] likewise offers paw on training and pedagogy on all their products. Fluidigm [57] offers several training programmes such as basic grooming for beginners, one-24-hour interval preparation, and consulting all almost Fluidigm instrument´s processes and applications. LabVantage [58] offers diversity of training courses from in-person or live online training to virtual about laboratory informatics and technology. Swift Biosciences [59] offers summer webinar series with attractive topics equally adjacent generation sequencing of DNA and RNA samples.

Role of biobanking in the future healthcare

Future healthcare will be more personalised, precision and more than based on personal data and information. Hereafter health care will be more targeting the optimalization and prolongation of wellness [60]. This era high-throughput technologies, allows collection and analysis of huge, disparate datasets on private health [61], and aiming the prediction, prevention, early diagnosis, and handling precisely personalised. Biobanks currently and in the future volition collect and store millions of samples associated with data and information that volition contribute to more than precise patients' stratification and defining vulnerable groups of patients. Knowledge stored in biobanks will enhance preventive approaches, early and precise diagnosis, focused treatment and follow up. It will also serve equally a supportive base for evolution of new drugs. Of exceptional importance are samples from rare diseases patients in biobanks, where wide international collaboration and samples exchange is crucial. Biobanks specialised on special diagnoses (cancers, diabetes, neurodegenerative diseases), special patients' groups (children, indigenous races, pregnant women), and recently on human microbiom are ready to contribute to better health intendance.

Well established and sustainable biobanks allow cost-constructive, and affordable health care.

Patient involvement and public awareness of the part of biobanks in wellness care is one of the future missions of future generation of biobankers.

Current and future challenges of biobanking

Modern biobanks function equally complex infrastructures where clinicians, biologists, nurses, technicians, and bioethicists work together [62], merely the spectrum of specializations is much wider.

It is axiomatic, that instruction in biobanking is a great challenge worldwide. The number and variety of educational activities presents the urgent demand of information technology. Nigh every entity operating in biomedical research and specially in the field of biobanking run and/or develop pedagogy that reflects the need of it and its variability and specificity. As biobanking is extremely multidisciplinary, the just fashion is to educate non simply individuals, just biobanking teams consisting of a variety of specialists. More often than not accepting idea is the need of gradual education from bones to advanced biobanking education, just the whole research, scientific and practical branch of biobanking requires unlike employees such as doctors, technical staff, It specialists, pathologists, biologists, statisticians, and many other.

General information protection regulation (GDPR), a novel EU wide legal framework for the protection of personal information, which entered in force on May 25, 2018 emphasised the legal basis of biobanking and enhanced information sharing for the purpose of stimulating progress in Research. Incorporation these new principles in data management are too challenge for biobanking educational activity.

Machine learning and AI as essential tools in biobanking

Equally regards the forms of education there are two primary trends, the first 1 is theoretical that can be realised both personally or in form, but wide using a variety of mobile technologies, bogus intelligence and machine learning tools has been a growing trend for higher didactics and personalised learning [63]. Applied education can be realised personally at specialised facilities.

Information in biobanks are true "big data", equally regards their velocity, variety, and volume. To handle with them efficiently new innovative IT tools and innovative technologies should be involved and used. Biobanking data enable diseases development modelling, management of affliction development, and dynamics. Information stored in biobanking datasets contribute to compile supportive programs and algorithms—bogus intelligence—for specialist's decision processes. Datasets in biobanks enable data mining according to the special requirements.

Part of biobanking in dealing with pandemic situations

Corona pandemic in the kickoff of 2020 has changed not only normal life but also scientific life of researchers in the manner nobody could imagine earlier. Scientists take learned a lot, simply one of the consequences was that much biobanking piece of work could be done electronically, meeting calls, webinars, video records, without person-to-person meetings. Existing biobanks worldwide opened new departments dedicated to Covid-19 patients´ samples, and new initiatives opened biobanks with Covid-19 samples to scientists all over the earth to boost evolution of new vaccines and treatments.

For pedagogy and preparation information technology ways great support for any type of electronic forms and aspects, that is quicker, cheaper, independent on the classroom, world time zone, personal time schedule, and others, and agile – real time- international communication. The pandemic abreast its devastating consequences, strongly supported electronisation and innovation in science, education, and preparation. Despite these essential advantages there are still laboratory "transmission" skills that cannot be realised electronically. Then, we are facing new challenges that the Corona pandemic has brought, and in some way, it has moved the problem of biobank didactics and training to the higher level and opened new ways how to amend prepare new generation of biobankers for the future including such uninspected situations like pandemics and other disasters could exist.

Pandemics has influenced whatever aspect of biobanking activities. Covid-19 biobanks are new miracle with an unpredictable importance for the future research. Whatever we accept learned during the Corona pandemic should exist quickly processed, evaluated, and prepared to hand over to the new generation of biobankers.

Benefits of biobanking for healthcare and medical research

Comparing with classical banks, biobanks are set to answer questions we practice not know now. During the relatively short history of biobanks their importance for healthcare and biomedical research is enormous. Biobanks provide a fundamental scientific infrastructure for personalised medicine [64].

Shortage of qualified biobanking professionals is currently felt as the result of the lack of comprehensive education of future biobankers [9]. The high need for educating experts in the field of biobanking creates the need for a well-structured training and educational system [17]. A new generation of researchers will also need to be trained in the language and methodology of future research, because the future research volition increasingly rely on access to large international collections of various materials [65]. To create and to promote loftier level of professionalism by new generations of specialists is a prerequisite of constructive and fully actionable biobanking worldwide [16]. As biobanking development is closely connected with personalised medicine approaches, principles of predictive, preventive, and personalised medicine (PPPM) must be incorporated in the future education.

Current activities in the forming biobanking courses collect the experience, offer the tools and instruments for future biobankers involving all aspects of biobanking activities (theoretical and practical), and show the pedagogy every bit lifelong learning process. The term "biobanker" thus means a scientist who works in biobank, non only selected specialists like medical doctor, pathologist, technician, etc. who are necessary for biobank operating. It is besides evident that different entities like universities, biobanking associations, societies, and other stakeholders contribute to the whole process of forming the optimal biobanking education, that see actual requirements. Trainings, workshops, courses, and other forms of pedagogy cannot replace a professional biobanking teaching for biobanking personnel but stand for platonic supplemental education for scientists [17].

Samples and associated information in biobanks of high quality ensure the quality and veracity of inquiry results and reproducibility of enquiry results.

Data and information stored in biobanks are invaluable sources for evaluating demography and lifestyle, history of diseases, prevention, diagnosis and treatment, offer sources for evaluating local, regional populations, provide data for various studies including toll effectiveness of new screening programmes, new treatments, and finally wellness intendance systems.

Biobanking education visions

There are many aspects of new generation didactics of biobankers. To underline the nearly important features, international collaboration and accessibility of samples, associated data basic methods connecting with biobanking and methodologies is essential. Interdisciplinary breakthroughs of various disciplines, innovative approaches, and fast translation of basic enquiry results into practice will make biobanking education bodily and prepare to solve emerging scientific and healthcare systems issues. 2 approaches in biobanking didactics should be applied: "bottom up" and "top down". Combination of them volition assure that will be covered both single things in detail and general aspects as construction, system, and processes. Special attention should be paid to ELSI, as the number of personal data is growing almost exponentially their security and privacy must be provided.

Biobanking education should exist structured according to the construction of the whole society. Increase of awareness of biobanking and deeper involvement of patients, donors, public and others will enhance right understanding and acceptance of biobanks.

Biobanking educational activity should be in close collaboration with industry, to understand well special requirements of pharmaceutical and other industry connected with medical research and healthcare and to benefit from it.

New formats of biobanks will exist created, the most avant-garde form is virtual biobank, nigh connecting real biobanks if different origin, regions, governance, and type, operating on virtual social and adept networks.

Conclusions and expert recommendations

The market for biobanking education is a big challenge. Europe, the United States and Canada are regions with well-established biobanking education, new and fast-growing biobanking countries like China, Qatar also significantly contribute to development and implementation of educational programs [66, 67] (Fig.2) [68]. On the other hand, there are continents and countries that have emerging needs for biospecimen and biobanking education like Africa and South America [8].

X largest biobanks based on the number of samples (from left to right). "All of Us" biobank, U.s., 1 million participants, 3^rd largest Canadian Partnership for Tomorrow Project Biobank, Canada, over 300 000 participants, 8^th largest Great britain Biobank, Bang-up Britain, 500 000 participants, 6^th largest The International Agency For Research On Cancer (IARC) Biobank (IBB), French republic, 562 individuals, 4^th largest EuroBioBank Network, Eu, more and then 150 000 samples, 9^thursday largest Biobank Graz, Austria, xix 546 888 samples, i^st, (= the largest) FINNGEN biobank, Finland, 500 000 participants, 7^thursday largest Qatar Biobank (QBB), Qatar, Over 60 000 participants, 10^thursday largest China Kadoorie Biobank, China, over 510 000 participants, 5^thursday largest Shanghai Zhangjiang Biobank, Mainland china, target size 10 million samples, two^nd largest

Interesting discussion was initiated by ISBER members [69, 70] of "education and training advisory committee" and Regional Ambassadors, near the hottest topics in the given regions in Europe, Center Eastward, and Africa (EMEA) regions [69]. The common topic for Africa and Russia is training and education for every specialty necessary in biobanking, all forms of education and training, and to have a adventure to visit and/or piece of work in the best world biobanks. Information technology was alleged that the range and variety of training and educational options is not satisfactory worldwide. The main obstacle is the fiscal support. That is why the new ideas to established grants for less developed countries and less developed biobanks and "students" from Depression- and middle-income countries (LMIC) are now discussed in biobanking community.

To summarise, the future education of new generation of biobankers, should reverberate the latest achievements of a wide range of biomedical besides as technical sciences, should exist international and multidisciplinary, should exist harmonised, and should be innovative. Pedagogy should also incorporate principles of mod health care systems based on predictive, preventive and personalised medicine (PPPM/3PM) approaches, and fully accept national and international ethical, legal and societal issues. Education should be able to answer new challenges similar pandemics and other unpredictable events.

Abbreviations

ELSI	Upstanding, legal, and societal issues
AI	Artificial intelligence
ML	Automobile learning
Information technology	Information technology/ies
ISBER	International Club for Biological and Environmental Repositories
OECD	Arrangement for Economical Co-functioning and Evolution
NCI	National Cancer Plant
CAP	Higher of American Pathologists
EC	European Committee
QBRS	Qualification in Repository Science
ASCP BOC	American Society for Clinical Pathology Lath of Certification
ESBB	European, Middle Eastern & African Society for Biopreservation and Biobanking
BBMRI-ERIC	Biobanking and Biomolecular Resource Inquiry Infrastructure- European Research Infrastructure Consortium
EPMA	European Association for Predictive, Preventive and Personalised Medicine
PPPM	Predictive, Preventive and Personalised Medicine
QC/QA	Quality control, quality cess
EVAg	European Virus Archive – Global
IARC	International Bureau for Inquiry on Cancer
WHO	World Health Organization
EMEA	Europe, Middle East, and Africa
LMIC	Low- and heart-income countries
LIMS	Laboratory information management organization
GDPR	General Information Protection Regulation

Funding

This piece of work was supported by the Charles Academy Enquiry Fund (Progres Q39); by the grant of Ministry building of Health of the Czech Republic – Conceptual Development of Research Organization (Academy Hospital Pilsen – FNPl, 00669806); BBMRI-CZ: Biobank network – a versatile platform for the research of the etiopathogenesis of diseases (CZ.02.one.01/0.0/0.0/16_013/0001674); Banking concern of the clinical samples (LM2018125).

Information availability

not applicative.

Code availability

not applicable.

Declarations

Ethics approval

The author declares that she has no conflict of interest.

Consent to participate

not applicable.

Consent for publication

not applicable.

Conflict of interest

The author declares that she has no conflict of interest.

Footnotes

Publisher's note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7943331/

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