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Dual gene set enrichment analysis (dualGSEA); an R function that enables more robust biological discovery and pre-clinical model alignment from transcriptomics data

Authors :
Courtney Bull
Ryan M. Byrne
Natalie C. Fisher
Shania M. Corry
Raheleh Amirkhah
Jessica Edwards
Lily V. S. Hillson
Mark Lawler
Aideen E. Ryan
Felicity Lamrock
Philip D. Dunne
Sudhir B. Malla
Source :
Scientific Reports, Vol 14, Iss 1, Pp 1-13 (2024)
Publication Year :
2024
Publisher :
Nature Portfolio, 2024.

Abstract

Abstract Gene set enrichment analysis (GSEA) tools can identify biological insights within gene expression-based studies. Although their statistical performance has been compared, the downstream biological implications that arise when choosing between the range of pairwise or single sample forms of GSEA methods remain understudied. We compare the statistical and biological results obtained from various pre-ranking methods/options for pairwise GSEA, followed by a stand-alone comparison of GSEA, single sample GSEA (ssGSEA) and gene set variation analysis (GSVA). Pairwise GSEA and fGSEA provide similar results when deployed using a range of gene pre-ranking methods. However, pairwise GSEA can overgeneralise biological enrichment, as when the most statistically significant signatures were assessed using single sample approaches, there was a complete absence of biological distinction between these groups. To avoid these issues, we developed a new dualGSEA tool, which provides users with multiple statistics and visuals to aid interpretation of results. This new tool removes the possibility of users inadvertently interpreting statistical findings as equating to biological distinction between samples within groups-of-interest. dualGSEA provides a more robust basis for discovery research, one which allows user to compare both statistical significance alongside biological distinctions in their data.

Details

Language :
English
ISSN :
20452322
Volume :
14
Issue :
1
Database :
Directory of Open Access Journals
Journal :
Scientific Reports
Publication Type :
Academic Journal
Accession number :
edsdoj.386084e66db44aa6a12bb7869e4d5cf5
Document Type :
article
Full Text :
https://doi.org/10.1038/s41598-024-80534-8