Opportunities and Lessons Learnt from conducting Research Ethics Training to Staff at a Health Non-Governmental Organization in Nairobi, Kenya

Abstract

Despite efforts to create awareness and sensitise healthcare workers to research ethics through various programs in Kenya, most staff from non-governmental organisations (NGOs) are yet to be reached with Bioethics Training. There is an increase in the number of studies conducted by NGOs. However, most of the staff have inadequate knowledge of research ethics. This issue could result in potential harm to study participants. This paper highlights opportunities and lessons learnt from conducting research ethics training for staff at a health NGO in Kenya. The project entailed 5 weeks of training with one-and-half-hour sessions conducted once per week between May to June 2018. The project targeted 15 trainees from the Amref Kenya Country office. The selection was voluntary following the research manager’s email circulation of the training. Interactive training methodologies including lecture method using slides, Class discussions of case studies, use of short clip videos and student presentations were used in facilitating the sessions. The majority of the participants were female (n=12, 80%), project officers (n=9, 60%) and had worked in the organisation for more than 5 years (n=7, 46.7%). Participants appreciated the use of video clips as a teaching tool in bioethics because it helped them understand the magnitude of the effects of conducting ethical research and unethical research, made the participant visualise and think through how they have been conducting research and made the class interactive. Experiential learning emerged as a key tool to promote learning when conducting bioethics training during class discussions. Mentorship from conceptualisation of the idea, planning and execution conducted by faculty of the training institution contributed to better use of teaching methodologies, improved interactions from participants hence better learning outcomes. Therefore, when teaching research ethics, applying an andragogy teaching style characterised by the use of Interactive training methodologies and experiential learning promotes optimal learning and critical thinking skills among learners. Mentorship of young trainers in bioethics is key to enhancing learning and improving training outcomes.