The features and qualities of online training modules in research ethics: a case study evaluating their institutional application for the University of Botswana (original) (raw)
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Global Bioethics, 2020
In many settings, and perhaps especially in low-middle income countries, training institutions do not adequately prepare their students for the ethical challenges that confront them in professional life. We conducted a survey to assess the training needs in research ethics among the faculty at the University of Zambia, School of Medicine (UNZASoM) using a structured questionnaire distributed to faculty members in January 2015. The study was approved by the University of Zambia Biomedical Research Ethics Committee. Seventy-five faculty members of various ranks completed the questionnaire. It was found that 31% of the faculty had not received any research ethics training. Of those who had received training, most of them had received it through short workshops of five days or less (57.4%, n = 31), while only 27.7% received ethics training as a component of an academic degree and 22.2% obtained it through electronic webbased courses. While most faculty (70.7%) reported being wellprepared to guide their students in developing a research methods section of a research protocol, only 25.3% felt they were well-prepared to guide on ethical considerations. This study has demonstrated gaps in research ethics training among faculty members at UNZASoM. Mandatory instruction in research ethics among faculty and students is recommended.
several training programs spon sored by the NIH/Fogarty International Center's International Research Ethics Education and Curriculum Develop ment Program offer online graduate-level courses in research ethics to participants in low-and middle-income countries. This paper describes the evaluation of four of these online courses and recommendations for improvements to achieve the highest-quality design and delivery. We used an evaluation matrix consisting of 95 criteria based on recommended best practices in eLearning. Our results showed that these courses are developing or meeting nearly 73% of the criteria, while they are not meeting approximately 21% of the criteria. Together, one or more of the courses are developing or meeting 89 of the 95 criteria. These results suggest that the necessary skills and expertise exist in these programs to bring all of the eLearning courses close to 100% proficiency by sharing a common set of best practices. This paper is part of a collection of articles analyzing theFogarty International Center's International Research Ethics Education and Curriculum Develo pment Program.
Developing World Bioethics, 2009
Background: As actors with the key responsibility for the protection of human research participants, Research Ethics Committees (RECs) need to be competent and well-resourced in order to fulfil their roles. Despite recent programs designed to strengthen RECs in Africa, much more needs to be accomplished before these committees can function optimally.Objective: To assess training needs for biomedical research ethics evaluation among targeted countries.Methods: Members of RECs operating in three targeted African countries were surveyed between August and November 2007. Before implementing the survey, ethical approvals were obtained from RECs in Switzerland, Cameroon, Mali and Tanzania. Data were collected using a semi-structured questionnaire in English and in French.Results: A total of 74 respondents participated in the study. The participation rate was 68%. Seventy one percent of respondents reported having received some training in research ethics evaluation. This training was given by national institutions (31%) and international institutions (69%). Researchers and REC members were ranked as the top target audiences to be trained. Of 32 topics, the top five training priorities were: basic ethical principles, coverage of applicable laws and regulations, how to conduct ethics review, evaluating informed consent processes and the role of the REC.Conclusion: Although the majority of REC members in the targeted African countries had received training in ethics, they expressed a need for additional training. The results of this survey have been used to design a training program in research ethics evaluation that meets this need.
Developing World Bioethics, 2009
research, ethics committees, training program, curriculum Background: As actors with the key responsibility for the protection of human research participants, Research Ethics Committees (RECs) need to be competent and well-resourced in order to fulfil their roles. Despite recent programs designed to strengthen RECs in Africa, much more needs to be accomplished before these committees can function optimally. Objective: To assess training needs for biomedical research ethics evalu ation among targeted countries. Methods: Members of RECs operating in three targeted African countries were surveyed between August and November 2007. Before implementing the survey, ethical approvals were obtained from RECs in Switzerland, Cameroon, Mali and Tanzania. Data were collected using a semi-structured questionnaire in English and in French.
Use and abuse of the internet for teaching research ethics
Science and Engineering Ethics, 2005
A role for the Internet in delivering instruction in research ethics is neither clear nor certain. As discussed by Joan Sieber, 1 teaching online is occurring more frequently, but that is no guarantee that such programs are the best use of time for either the instructors or the students. For those who teach research ethics (or the responsible conduct of research [RCR]), the allure of Internet-based instruction is particularly potent. Students for such courses are almost invariably adults (graduate students, medical students, postdoctoral researchers, research staff, and faculty); many of those in biomedical research also have clinical responsibilities, and all are extraordinarily busy. The possibility that an obligation to teach research ethics can be met without the necessity for regularly attending course meetings is attractive to teachers, administrators, and students. However, just because it can be done, does not mean either that it is necessarily of value or that it should be done. To assess the effectiveness of online instruction, it is essential to identify the possible goals of research ethics education, then to identify the aspects of online education that might promote those goals. Goals If all goes well, an instructor will have a positive impact on the future behavior of students. However, for many reasons, long-term changes in behavior tend to be relegated to the category of desirable outcomes that are not readily measured. Instead, the immediate purposes of educational experiences can be broadly divided into three main outcomes: knowledge, skills, and attitudes. The distinctions in the field of ethics
Many Worlds, One Ethic: Design and Development of a Global Research Ethics Training Curriculum
Developing World Bioethics, 2005
Ethics Training Curriculum (RETC). It was designed as a practical, userfriendly tool that provides basic, up-to-date, standardized training on the ethics of human research. The curriculum can easily be adapted to different audiences and training requirements. The RETC was reviewed by a group of international experts and field tested in five countries. It is available in English, French, and Spanish as a three-ring binder and CD-ROM, as well as on the Web. It may be used as either an interactive self-study program or for group training.
International Journal of Ethics Education
Background: Despite an increase in health research conducted in Africa, there are still inadequate human resources with research ethics training and lack of local long-term training opportunities in research ethics. A research ethics training program named United States-Mali Research Ethics Training Program (US-Mali RETP) was established through a partnership between the George Washington University Milken Institute School of Public Health (GWSPH), USA and University of Sciences, Techniques & Technologies of Bamako (USTTB), to address the critical need for improved bioethics training, leadership, and policy in Mali. Methods: The aims of the capacity building programme are achieved by leveraging US and Africa-based expertise to strengthen research ethics education and capacity through: (1) intensive faculty development to design ethics training curricula; (2) development of a research ethics specialization within the existing Masters of Public Health program (MPH); and (3) establishi...