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Developing a competency framework for health research ethics education and training

Health research ethics (HRE) training programmes are being developed and implemented globally, often with a goal of increasing local capacity to assure ethical conduct in health-related research. Yet what it means for there to be sufficient HRE capacity is not well-defined, and there is currently no...

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Main Authors: Tackett, Sean, Sugarman, Jeremy, Ng, Chirk Jenn, Kamarulzaman, Adeeba, Ali, Joseph
Format: Article
Published: 2022
Subjects:
R Medicine (General)
Online Access:http://eprints.um.edu.my/42462/
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spelling my.um.eprints.424622023-10-10T05:12:16Z http://eprints.um.edu.my/42462/ Developing a competency framework for health research ethics education and training Tackett, Sean Sugarman, Jeremy Ng, Chirk Jenn Kamarulzaman, Adeeba Ali, Joseph R Medicine (General) Health research ethics (HRE) training programmes are being developed and implemented globally, often with a goal of increasing local capacity to assure ethical conduct in health-related research. Yet what it means for there to be sufficient HRE capacity is not well-defined, and there is currently no consensus on outcomes that HRE training programmes should collectively intend to achieve. Without defining the expected outcomes, meaningful evaluation of individual participants and programmes is challenging. In this article, we briefly describe the evolution of formal education in HRE, articulate the need for a framework to define outcomes for HRE training programmes, and provide guidance for developing HRE competency frameworks that define outcomes suited to their contexts. We detail critical questions for developing HRE competency frameworks using a six-step process: (1) define the purposes, intended uses and scope of the framework; (2) describe the context in which practice occurs; (3) gather data using a variety of methods to inform the competency framework; (4) translate the data into competencies that can be used in educational programmes; (5) report on the competency development process and results and (6) evaluate and update the competency framework. We suggest that competency frameworks should be feasible to develop using this process, and such efforts promise to contribute to programmatic advancement. 2022-06 Article PeerReviewed Tackett, Sean and Sugarman, Jeremy and Ng, Chirk Jenn and Kamarulzaman, Adeeba and Ali, Joseph (2022) Developing a competency framework for health research ethics education and training. Journal of Medical Ethics, 48 (6). pp. 391-396. ISSN 0306-6800, DOI https://doi.org/10.1136/medethics-2021-107237 <https://doi.org/10.1136/medethics-2021-107237>. 10.1136/medethics-2021-107237
institution Universiti Malaya
building UM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaya
content_source UM Research Repository
url_provider http://eprints.um.edu.my/
topic R Medicine (General)
spellingShingle R Medicine (General)
Tackett, Sean
Sugarman, Jeremy
Ng, Chirk Jenn
Kamarulzaman, Adeeba
Ali, Joseph
Developing a competency framework for health research ethics education and training
description Health research ethics (HRE) training programmes are being developed and implemented globally, often with a goal of increasing local capacity to assure ethical conduct in health-related research. Yet what it means for there to be sufficient HRE capacity is not well-defined, and there is currently no consensus on outcomes that HRE training programmes should collectively intend to achieve. Without defining the expected outcomes, meaningful evaluation of individual participants and programmes is challenging. In this article, we briefly describe the evolution of formal education in HRE, articulate the need for a framework to define outcomes for HRE training programmes, and provide guidance for developing HRE competency frameworks that define outcomes suited to their contexts. We detail critical questions for developing HRE competency frameworks using a six-step process: (1) define the purposes, intended uses and scope of the framework; (2) describe the context in which practice occurs; (3) gather data using a variety of methods to inform the competency framework; (4) translate the data into competencies that can be used in educational programmes; (5) report on the competency development process and results and (6) evaluate and update the competency framework. We suggest that competency frameworks should be feasible to develop using this process, and such efforts promise to contribute to programmatic advancement.
format Article
author Tackett, Sean
Sugarman, Jeremy
Ng, Chirk Jenn
Kamarulzaman, Adeeba
Ali, Joseph
author_facet Tackett, Sean
Sugarman, Jeremy
Ng, Chirk Jenn
Kamarulzaman, Adeeba
Ali, Joseph
author_sort Tackett, Sean
title Developing a competency framework for health research ethics education and training
title_short Developing a competency framework for health research ethics education and training
title_full Developing a competency framework for health research ethics education and training
title_fullStr Developing a competency framework for health research ethics education and training
title_full_unstemmed Developing a competency framework for health research ethics education and training
title_sort developing a competency framework for health research ethics education and training
publishDate 2022
url http://eprints.um.edu.my/42462/
_version_ 1781704646997311488
score 13.211869

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