Research ethics training of trainers: developing capacity of bolivian health science and civil society leaders

Abstract

Abstract:Research and research ethics (RE) capacity is a key element for addressing health priorities of low -and middleincome countries (LMICs). With support from a NIH/FIC Research Ethics Education and Curriculum Development grant, a RE Training of Trainers (TOT) was implemented in Bolivia. The Steering Committee, including representatives from four Bolivian universities and PAHO, developed the RE TOT that included face-to-face, online and practicum components. Twenty trainees including faculty, researchers and community leaders participated. Pre/Posttest results demonstrated significant increases in overall RE knowledge (13.1% improvement, p-value < 0.0001). An evaluation demonstrated participants valued participatory learning strategies and the flexibility of the online component. TOT participants during the practicum component delivered RE workshops to their university and civil society communities in four regions (n= 3,700 people). The goals of the grant were accomplished through the development of a Steering Committee and implementation of the TOT course. Next steps include the design and implementation of a master's level research ethics education program in Bolivia. Key words: research ethics education, training of trainers (TOT), research ethics programs, low -and middle -income countries (LMICS)Formación en ética de investigación para profesionales: desarrollando capacidades para las ciencias de la salud y líderes de la sociedad civil en BoliviaResumen: La capacidad de investigación y ética de la investigación (EI) es un elemento clave para hacer frente a las prioridades de salud de los países de ingresos bajos y medios (PIBM). Con el apoyo de la subvención de ética de la Investigación de NIH/ FIC, una capacitación para capacitadores (CPC) fue implementado en Bolivia. El Comité Directivo, que incluye representantes de universidades y la OPS, desarrolló un CPC en EI que incluía componentes presenciales, virtuales y de práctica. Veinte participantes, incluyendo docentes, investigadores y líderes de la comunidad participaron. Los resultados de la pre/post prueba demostraron aumentos significativos en el conocimiento de EI (13,1% de mejora, valor de p< 0,0001). Una evaluación demostró que los participantes valoraron las estrategias de aprendizaje y la flexibilidad del componente virtual. Durante el componente de prácticas, los participantes hicieron talleres de EI que fueron presentados a sus comunidades universitarias y a la sociedad civil en cuatro regiones (n = 3,700 personas). Los objetivos de la subvención se llevaron a cabo mediante el desarrollo de un Comité Directivo y la implementación del CPC. Los próximos pasos incluyen el diseño e implementación de un programa de educación en ética de investigación a nivel de maestría en Bolivia.Palabras clave: educación en ética de la investigación, capacitación de capacitadores (CPC), programas de ética de la investigación, países de ingresos bajos y medios (PIBM)Pesquisa ética no treinamento de estagiários: desenvolvendo a capacitação da ciência da saúde bo...

Preferred modalities for delivering continuing education to the public health workforce: a scoping review

“…We identified public health training programs delivered in over 11 countries: Australia, 10,16,17 Bolivia, 18 Brazil, 19 Canada, [20][21][22] Greece, 23 the Islamic Republic of Iran, 24 Mexico, 25 Rwanda, 26,27 Uganda, 28 the United Kingdom 29 and the United States of America (USA). [30][31][32][33][34][35][36][37][38][39][40][41][42][43][44][45] One program offered trainings in over 77 countries, 46 and another trained participants in Austria, Lithuania and the Netherlands.…”

“…Only eight studies included trainings where issues around equity, diversity and inclusion were part of the course content. 10,16,18,23,24,[35][36][37] Topics included reducing health inequities and instruction related to conducting research with vulnerable populations.…”

“…Approaches to evaluation included surveys; 26,27,38,42,43 pre/post questionnaires; 30,31,33,41 participant completion statistics; 19 interviews; 28,45 and mixed methods (a combination of either focus groups or interviews and surveys or questionnaires with participants). 9,10,[16][17][18][20][21][22][23][24][25]29,32,[34][35][36]39,40,44 Evaluations after participation captured participants' demographic information, subject knowledge before and after training, satisfaction with and post-training use of their newly gained knowledge.…”

“…Participants generally preferred a handson, interactive, "learning by doing" approach 18,27,31,40,41 that included time for the practical application of content on projects relevant to participants' roles within their organization. 22,36,46 When training did not take a practical approach, participants said the content was too focussed on theory and that they were not ready to apply the content in their workplace.…”

Strengthening stakeholder engagement through ethics review in biomedicalHIVprevention trials: opportunities and complexities

“…Both might benefit from training that highlights engagement as a legitimate focus of ethics review [35]. This might complement existing research ethics modules [36][37][38][39][40][41] developed by several institutions [42][43][44][45][46][47][48] that highlight practical skills using interactive features [36,39,41,[49][50][51][52][53][54][55][56]. This might also complement existing modules featuring engagement as a key part of ethical research (FHI 360) [46]; of ethical HIV vaccine trials, of ethical adolescent trials, and of public health research (TRREE) [42].…”