Abstract
Recently, there has been a remarkable increase in biomedical research being conducted in low and middle-income countries. This increase has brought attention to the need for high quality research ethics systems within these countries and a greater focus on research ethics training. Though most programs tend to concentrate on training individuals, less attention has focused on institutions as the target of such training. In this paper we demonstrate a rapid approach to evaluating institutional research capacity. The method adapts the Octagon Model, which evaluates institutional research ethics using eight domains: basic values and identity, organization of activities, implementation, relevance, proper skills, financing and administration, target groups, and working environment. The framework was applied to the University of Zambia in order to conduct a baseline assessment of university research ethics capacity. Internal and external assessments were conducted. The domains of working environment and proper skills scored highest, while relevance, target groups and identity scored lower. Consistent with previous work, a systems approach to evaluating institutional research development capacity can provide a rapid assessment of an institutional bioethics program. This case study reveals the strengths and weaknesses of the university’s research ethics program and provides a framework for future capacity growth.
Highlights
For the past few decades, biomedical research has undergone a process of globalization, with a remarkable increase in the amount of research conducted in low and middle-income countries (LMICs)(1)
We describe a rapid assessment to evaluate the strengths and weaknesses of an institutional research ethics system using a novel approach
This case study builds on previous work by demonstrating a faster, less resource-intensive approach to program evaluation
Summary
For the past few decades, biomedical research has undergone a process of globalization, with a remarkable increase in the amount of research conducted in low and middle-income countries (LMICs)(1). In 2012, The Johns Hopkins-Fogarty African Bioethics Training Program (FABTP) began a one-year institutional partnership with the University of Zambia (UNZA), and with the School of Medicine through the Department of Public Health. Implementation of research ethics activities: As mentioned above, responses from the questionnaire indicated that UNZA offered several research ethics educational opportunities through the School of Humanities and Social Sciences These included tutorials, academic lectures, and a sub-concentration in bioethics for Masters’ students. The university did have several elements already in place to facilitate pursuit of these goals, such as The Directorate and various deans keenly interested in expanding bioethics teaching and training This existing framework can be utilized to ensure that UNZA carries out its plans for the future; as of 2012, this work had not yet started. The discrepancies between the internal and external assessments are important to note as these areas warrant further discussion and investigation
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