Evidence map›Paper›PMID 37167475›Full record

ArticleEthics & human research

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

Sean Tackett, Chirk Jenn Ng, Jeremy Sugarman, Esther Gnanamalar Sarojini Daniel, Nishakanthi Gopalan, Tivyashinee, Adeeba Kamarulzaman, Joseph Ali

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Ethics & human research. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Sean TackettAssociate 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.
Chirk Jenn NgClinical professor of family medicine at Duke-NUS Medical School and an Honorary Professor at the Faculty of Medicine at the Universiti Malaya.
Jeremy SugarmanHarvey M. Meyerhoff Professor of Bioethics and Medicine at the Berman Institute of Bioethics and the Department of Medicine at the Johns Hopkins University.
Esther Gnanamalar Sarojini DanielHonorary professor with the Medical Education, Research and Development Unit at the Faculty of Medicine at the Universiti Malaya.
Nishakanthi GopalanSenior 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.
TivyashineeMedical graduate from Perdana University-Royal College of Surgeons in Ireland and a manager for the Master of Health Research Ethics program.
Adeeba KamarulzamanProfessor 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.
Joseph AliAssociate 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.

Funding

Strengthening the Master of Health Research Ethics Training ProgramR25TW010891 · FIC · UNIVERSITY OF MALAYA · PI Nik Sherina Hanafi, Adeeba Kamarulzaman · 2018 to 2026
$2.3M
FIC NIH HHS R25 TW010891
6 · The paper itself

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.

Indexed as

CommunicationEthics, ResearchEducational StatusHealth EducationHumansbioethicscompetency-based educationgroup concept mappinginternational capacity developmentresearch ethicstraining

Identifiers

PMID37167475
PMCPMC10228593

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.