SOUTHERN AFRICAN RESEARCH ETHICS TRAINING INITIATIVE

生物伦理学在南非和非洲是一门新兴学科， 生物伦理学的教学在很大程度上仍然没有得到解决， 大多数非洲医学院。因此，研究人员和 机构审查委员会的专业和非专业成员缺乏培训 生物伦理学的基本概念。这使得许多病人和动物 易受医学研究剥削的非洲。 南非研究伦理培训倡议（SARETI）计划解决 这是一个多学科，多中心，国家合作的努力， 三个关键角色和众多其他角色。比勒陀利亚大学及其 医学院、卫生系统和公共卫生学院及其法律 包括人权中心在内的学院提议成立一个 与南非大学法学院、南非大学 纳塔尔心理学院及其联合利华比较和 非洲人口研究和生殖健康中心 健康（与纳塔尔大学有联系的惠康信托基金资助的中心） 为撒哈拉以南非洲国家提供卫生研究伦理方面的创新培训， 非洲地区。 该计划的主要教育组成部分侧重于模块化硕士学位 学位的研究道德，其中模块也将被用作“立场 为没有时间学习的研究人员和IRB成员提供“单独”课程 参加全日制硕士学位，并作为“文凭”课程， 没有论文要求。第二，但同样重要的是， 一个重要的组成部分是为南非工作人员创造机会， 合作机构推进自身的研究伦理培训， 围绕着他们教授的模块。程序的较小组成部分 包括：咨询委员会年度会议、 合作的工作人员，安排一个年度的研究伦理研讨会的分， 在过去两年中，制作了6个单元， 光盘和参与机构的网站上。

Bioethics is a nascent discipline in South Africa and in Africa in general, and the teaching of bioethics remains largely unaddressed in the majority of Africa's medical schools. As a result, researchers and both professional and lay members of institutional review boards are poorly trained in the basic concepts of bioethics. This leaves many patients and animals in Africa vulnerable to exploitation by medical research. The South African Research Ethics Training Initiative (SARETI) plans to address this in a multi-disciplinary, multi-center, national co-operative effort by three key and numerous other role players. The University of Pretoria with its Faculty of Medicine, School of Health Systems and Public Health, and its Law Faculty which includes the Centre for Human Rights, proposes to form a consortium with the University of South Africa's Law Faculty, the University of Natal's School of Psychology and its Unilever Centre for Comparative and Applied Ethics, and the Africa Centre for Population Studies and Reproductive Health (a Wellcome Trust funded centre associated with the University of Natal) to provide innovative training in health research ethics for the sub-Saharan region of Africa. The main educational component of this program focuses on a modular Master's degree in research ethics in which the modules will also be used as "stand alone" courses for researchers and IRB members who do not have the time to attend full-time for a Master's degree, and as a "diploma" course which does not carry a dissertation requirement. A second, but equally important, component is the creation of opportunities for South African staff in the collaborating institutions to advance their own training in research ethics, centered around the modules they teach. The smaller components of the program include: annual meetings of advisory board, quarterly meetings of the collaborating staff, arranging an annual research ethics symposium for the sub- Saharan region in Africa, and, in the last two years, producing 6 modules on compact disc and on the web-sites of the participating institutions.