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Item International Research Ethics: A Needs Assessment of Research Ethics Capacity Final Report and Responses(2006-09-11T13:32:14Z) Meslin, Eric M.; Sidle, JE; Wools-Kaloustian, K; Were, E; Salmon, K; Chuani, CInternational collaborative research often raises challenging ethical issues for researchers, review committees and institutions. To date, much of the commentary and discussion surrounding these issues have focused on difficulties in interpreting guidelines, regulations, and policies and on the lack of harmonization. Efforts at regulatory reform and guideline development is one method of contributing to research ethics capacity building, but these are “top-down” approaches involving governments, regulatory agencies, and the challenge of achieving consensus. A complementary strategy is to work from the “ground up”: fashioning collaborative agreements between institutions, ethics review committees, and researchers. Working from the “ground up,” we conducted a needs assessment with participants from the Indiana University School of Medicine and the Moi University Faculty of Health Science in order to determine how best to implement a Memorandum of Understanding (MOU) developed between the two institutions. The MOU was designed to address the working relationship between the two universities with respect to their joint research activities and was the product of a Workshop convened in Eldoret, Kenya in February 2003. This work is a direct result of the MOU which explicitly states that “It is expected and intended that among the actions arising from this MOU will be the development of policies, Standard Operating Procedures and other resources that will address specific issues not mentioned here.” The interviews and focus groups provided a wealth of information about current knowledge, policies, procedures, and systems in place at MU and IU, respectively. They also provided a rich source of ideas for enhancing research ethics capacity.Item A Needs Assessment to Build International Research Ethics Capacity at Moi University(University of California Press Caliber (Online service), 2006-06) Sidle, JE; Were, E; Wools-Kaloustian, K; Chuani, C; Salmon, K; Tierney, WM; Meslin, Eric M.International collaborators in biomedical sciences face ethical challenges in the design,review, and conduct of research. Challenges include differences in research ethics capacity, cultural differences in interpretation and application of ethical principles, and cooperation between ethics review boards at collaborating institutions. Indiana University School of Medicine (Indianapolis, USA) and Moi University Faculty of Health Sciences (Eldoret, Kenya)developed a Memorandum of Understanding (MOU) to establish greater cooperation between their ethics review boards, followed by a joint needs assessment to assess barriers to implementing the MOU. Focus groups and interviews at each institution revealed that while each side verbalized understanding and respect for the other's culture, there were misunderstandings deeply rooted in each culture that could potentially derail the collaboration. Although the participants at each university agreed on the major principles and issues in research ethics and on the importance attributed to them, a more in-depth evaluation of the responses revealed important differences. Methods to address these misunderstandings are outlined in the recommended Best Practices.Item Serving East African Bioethics information and education needs(Medical Library Association, 2013-05-06) Odell, Jere D.; Allgood, Kacy; Kamaara, Eunice K.; McBride, Kalli; Ralston, Rick K.Objective: To identify the challenges of supporting the information needs of students and researchers participating in an international research ethics education practicum and exchange between universities in Kenya and the United States. Methods: One component of a grant-funded international research ethics training partnership supports a six-week intensive practicum exchange program. Master's level students from Moi University, Eldoret, Kenya, travel to the Indiana University (IU) School of Medicine-Indianapolis. While at the IU School of Medicine, the Kenyan students use library services to prepare for a mentored research project. As an outcome of the project, students are expected to conduct an extensive literature search that will be used as a foundational component for a thesis that is completed in Kenya. An informationist is embedded in this program to support the information needs of faculty mentors and practicum students. This paper uses narrative reports and program evaluation data to identify the challenges of (1) providing information literacy education, (2) confronting resource inequities, and (3) supporting information needs across cultures and universities in two countries. Results: Two cohorts of Kenyan students completed this practicum. The program leaders and librarians continue to adapt the information skills sessions to meet student interests and needs. Teaching has been a challenge because students demonstrate a wide range of technical sophistication. Some have extensive computing experience, but others struggle with Internet navigation, account authentication, and common technology skills. In the second cohort, the students worked well in pairs to find relevant research ethics materials while using the university's information portals and subscription resources. In both cohorts, students expressed a desire for a slower instruction pace and for additional sessions. Students were frequent customers for reference support. Librarians observed a preference for print monographs. While confirming a need for both print and electronic resources, practicum students have initiated a small and growing library of print materials for bioethics research at Moi University. Conclusion: Teaching information skills to a small group of adult students with a wide range of educational experiences is a challenge when students are working in a new (information rich) environment. Student evaluations have expressed an appreciation for instruction customized to their interests and needs, a slow delivery style, and opportunities for one-to-one instruction.