A Case Study of Research Ethics Capacity Development in Africa

Abstract

Debates about cross-cultural research have sparked growing interest in international research ethics and have initiated collaborative efforts addressing international ethical concerns. This is a case study describing the attempt of the Johns Hopkins Fogarty African Research Ethics Training Program (JHF), recipient of a National Institutes of Health Fogarty International Center (FIC) award, to strengthen research ethics capacity in Africa. The aim of this article is to identify critical elements of an effective research ethics capacity development process through a case study of this particular training program. More specifically, this article describes the JHF program in detail, assesses its outputs during four years, and analyzes its implications of the current model for further growth of this and similar FIC programs. This article assesses the JHF program using materials produced in the first four years of its existence (2001-2004): curriculum materials; application records; informal progress notes and evaluations; transcripts from the trainees' coursework; resumes; and formal progress reports submitted by trainees. The framework used to assess the program is a systems approach, which explores inputs, processes, outputs, and outcomes of the program. The nature and types of inputs changed over time as experience was gained in the program and a continuous improvement in specific processes was implemented. The JHF program has been successful in providing research ethics education and motivating trainees to contribute in the field of research ethics in their countries. How this translates to changes in research ethics in Africa remains to be seen.

Research Ethics Capacity Building in Sub-Saharan Africa: A Review of NIH Fogarty-Funded Programs 2000–2012

“…From 2001, the Johns Hopkins Fogarty African Bioethics Training Program (FABTP, 2000–2017) selected three trainees per year from any African country for one year of bioethics and research ethics training (Hyder et al, 2007; Ali et al, 2012). Training activities focused on four core concentration areas: theories and principles of ethics, teaching of research ethics, empirical research in research ethics, and research ethics committees.…”

“…Some programs have also published papers that describe their specific accomplishments and challenges (Ali et al, 2012; Hyder et al, 2007; Upshur, 2008; Meslin, Were, & Ayuku, 2013). Faculty and trainees from one program published a paper on research ethics committees in Africa that has been widely cited (Kass et al, 2007).…”

The Uses and Abuses of Moral Theory in Bioethics

“…Often students are asked to ponder ethical questions associated with highly sophisticated medical technologies such as the "Ethics of Reproductive Technologies" and "Human Genetics and Medical Technology". In their evaluation of the John Hopkins African Bioethics Training Program, Hyder et al (2007) suggest it has been empowering to students, but, significantly, they also indicate that the training is still too Western-centric, lacking in curricula more appropriate to developing countries (675, 682; see also Marshall and Koenig 2004).…”

E-mentoring for violence and injury prevention: Early lessons from a global programme

“…We analysed these components across time in three phases -pre-mentorship, mentorship and post-mentorship (Table 1; Hyder, Harrison, Kass, & Maman, 2007;Hyder et al, 2009). This useful framework has been applied in evaluating other public health capacity development programmes (Ali, Hyder, & Kass, 2012;Hyder et al, 2007), and our analysis is presented below.…”