Development of a Curriculum for Certificate Ethics Courses in Kenya

Abstract

The teaching of bioethics in higher education institutions allows for best practices to be encouraged. The ever-changing scientific fields, multidisciplinary nature, and increasing technological advancements raise numerous ethical challenges. A needs assessment was undertaken to inform the implementation of certificate courses in bioethics in Kenya. The aim was to understand the perceptions of the need for capacity building in bioethics in Kenya and to suggest relevant topics for inclusion in bioethics certificate courses. We also sought to determine the mode of delivery of such training. Data collection was done through a questionnaire administered via an online survey (SurveyMonkey). The target audience was stakeholders from Institutional Ethics Review Committees (IERCs), Research Institutions, Universities, and Hospitals totalling 106. The survey was voluntary. Data analysis was done via SurveyMonkey. Respondents indicated support for training in bioethics, were enthusiastic about wanting to be trained and provided input as to what should be included. Research ethics and public health ethics were deemed to be areas needing training. Other topics suggested included clinical ethics, work / organisational ethics, gender roles and obligations, and professionalism. The preferred delivery of the training was a hybrid, that is, inclusive of both in-person and distant learning. The overall response rate to the survey was, however, poor. There is interest in the pursuit of bioethics training at institutions of higher learning in Kenya. This information was used to develop courses that are currently being implemented by the CBEC-KEMRI Bioethics Training Initiative (CK-BTI), a collaboration between institutions in Pakistan and Kenya.