CBEC-KEMRI BIOETHICS TRAINING INITIATIVE

1篇摘要 肯尼亚和巴基斯坦等中低收入国家面临双重负担 三是疾病。新型冠状病毒疫情加剧了不平等， 4利用和无法获得研究成果。新型冠状病毒大流行也使 5个研究组合和研究伦理委员会（REC）在这种环境中努力解决 6不确定性，同时对新的研究计划进行监督。越来越多的 肯尼亚有7所高等教育机构，巴基斯坦有大量机构， 8个社会科学和生物医学系强调需要加强人文学科 9保护和建设生物伦理学培训和研究的能力。解决当前 10和新出现的道德挑战，我们建议现有的南南合作多样化， 11.肯尼亚医学研究所和非洲发展中心之间的合作， 12生物医学伦理和文化。在过去五年工作的基础上， 13. CBEC-KEMRI生物伦理学培训倡议（CK-BTI）将建立第一个混合 在肯尼亚当地的两所大学开设了14个生物伦理学PGD和硕士课程。实现 15的可持续性，并确保及时完成，CK-BTI将提供教师， 16个方案，并开展道德教育学培训，包括发展教学和 17种考试工具，同时还提供辅导培训。这也将确保一个关键的 18质量训练有素的教师为两个新的肯尼亚计划，并溢出，以支持其他 19个研究生生物伦理学培训项目，目前正在两个国家建立， 20肯尼亚和巴基斯坦。区域经济共同体成员等其他利益攸关方的能力建设， 肯尼亚的21名研究人员将通过扩大证书课程的数量来实现 每年提供22次培训，并为REC的非专业成员提供新的培训。 23项能力建设举措，包括研究道德和研究研讨会 24方法也将在巴基斯坦采用。最后，支持和培养领导者， 在两国举办25次全球生物伦理讲习班， 将出版26份出版物，以扩大生物伦理学研究成果。这种背景需求驱动的 27多管齐下的计划最终旨在提高研究质量， 28资源有限环境下的受试者保护。

1 ABSTRACT 2 Low- and Middle-Income Countries (LMICs) like Kenya and Pakistan face a double burden 3 of disease. This was escalated by the Covid-19 pandemic which enhanced inequity, 4 exploitation and inaccessibility to research outputs. The Covid pandemic also diversified the 5 research portfolio and Research Ethics Committees (RECs) in such settings grappled with 6 uncertainty while providing oversight to novel research initiatives. The growing number of 7 institutions of higher learning in Kenya and large number of institutions in Pakistan with both 8 social sciences and biomedical faculties emphasize the need to enhance human subject 9 protection and build capacity for both training and research in bioethics. To address current 10 and emerging ethical challenges, we propose diversification of the existing South to South 11 collaboration, between the Kenya Medical Research Institute (KEMRI) and the Centre for 12 Biomedical Ethics and Culture (CBEC). Building onto the work done in the past five years, 13 the CBEC-KEMRI Bioethics Training Initiative (CK-BTI) will establish the first blended 14 bioethics PGD and Masters level programs at 2 local Kenyan universities. To achieve 15 sustainability and to ensure the timely completion, CK-BTI will provide faculty for both 16 programs, and conduct training in ethics pedagogy including development of teaching and 17 examination tools while also providing training in mentorship. This will also a ensure a critical 18 mass of well-trained faculty for the two new Kenyan programs and spill over to support other 19 graduate level bioethics training programs which are currently being established in both 20 Kenya and Pakistan. Capacity building for other stakeholders including RECs members and 21 researchers in Kenya will be achieved by expanding the number of certificate courses 22 offered every year and introducing a new training to target lay members of REC. Rapid 23 capacity building initiatives including workshops in research ethics and research 24 methodology will also be introduced in Pakistan. Finally to support and grow leaders in 25 global bioethics in both countries, workshops to develop skills in grantsmanship and 26 publication will be held to expand bioethics research output. This contextual needs-driven 27 multi-pronged program ultimately seeks to enhance quality of research and enhance human 28 subject protection in resource-constrained settings.