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A Competency Framework for Health Research Ethics Educational Programs: Results from a Stakeholder-Driven Mixed-Method Process

Tackett S 1 , Jenn Ng C 2 , Sugarman J 3 , Daniel EGS 4 , Gopalan N 5 , Tivyashinee 6 Show all authors , Kamarulzaman A 7 , Ali J 8

Affiliations 

  • 1 Associate professor of medicine at the Johns Hopkins University School of Medicine and the international medical education director in the Division of General Internal Medicine at Johns Hopkins Bayview Medical Center
  • 2 Clinical professor of family medicine at Duke-NUS Medical School and an Honorary Professor at the Faculty of Medicine at the Universiti Malaya
  • 3 Harvey M. Meyerhoff Professor of Bioethics and Medicine at the Berman Institute of Bioethics and the Department of Medicine at the Johns Hopkins University
  • 4 Honorary professor with the Medical Education, Research and Development Unit at the Faculty of Medicine at the Universiti Malaya
  • 5 Senior lecturer at the Medical Humanities and Ethics Unit at the Faculty of Medicine at Universiti Malaya and the program coordinator for the Master of Health Research Ethics program
  • 6 Medical graduate from Perdana University-Royal College of Surgeons in Ireland and a manager for the Master of Health Research Ethics program
  • 7 Professor of medicine and infectious diseases at the University Malaya Medical Centre and the director of the Centre of Excellence in Research on AIDS at the University of Malaya
  • 8 Associate professor of international health at the Johns Hopkins Bloomberg School of Public Health and a member of the core faculty and the associate director for Global Programs at Johns Hopkins Berman Institute of Bioethics
Ethics Hum Res, 2023;45(3):29-39.
PMID: 37167475 DOI: 10.1002/eahr.500166

Abstract

Educational programs are integral to building health research ethics (HRE) capacity, but no outcomes framework exists to guide them. We empirically developed a competency framework for health research ethics education-the Framework for Research Ethics Studies Competencies and Outcomes (FRESCO)-using mixed methods, including group concept mapping and a survey of international experts. FRESCO includes seven competency domains: (1) Foundational Knowledge; (2) Laws, Regulations, Guidelines, and Policies for Research Oversight; (3) Ethical-Issue Identification, Analysis, and Resolution; (4) Engagement, Communication, and Advocacy; (5) Lifelong Learning, Education, Research, and Scholarship; (6) Coordination, Stewardship, and Responsiveness in HRE Systems; and (7) Impartiality, Honesty, and Responsibility. These domains are detailed in 27 subdomains. Survey respondents rated FRESCO's relevance to HRE highly. FRESCO can be adapted and implemented in educational programs to refine recruitment and selection processes, educational and assessment methods, and performance measures to ensure that HRE educational programs have their intended effects.

* Title and MeSH Headings from MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine.

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