health research ethics course

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SPONSORED BY:  Berman Institute of Bioethics

Onsite | Part-Time | 1-3 years

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About the Bioethics Certificate Program

The rigorous pursuit of human wellbeing through health care and research has resulted in tremendous gains, locally and globally, for individuals and populations. From the first ventilator to the first vaccine, such scientific and technological discoveries have sought to prolong life and alleviate human suffering while advancing health-related knowledge. These advancements and their varied potential applications, however, often present challenging ethical questions — for individuals and society — about appropriate use, access, safety, and rights and obligations, among others.

The certificate program will prepare current and future health practitioners, researchers, policymakers, and scholars to take on bioethical issues within highly complex public health, science, and health care challenges that emerge daily.

Educational Objectives

• Describe the essential theories and methods that underpin the ethics of public health, clinical care, science and research;
• Recognize ethical issues and questions that arise in public health, clinical care, science and research;
• Articulate and critique policy and scholarly arguments to engage with long-standing and emerging debates in bioethics;
• Distinguish various ethics advisory functions in practice settings; and
• Apply ethical theories and methods to real-world ethical dilemmas. 

Curriculum for the Bioethics Certificate Program

Please visit our Academic Catalogue to see the full certificate curriculum requirements. Please also review the certificate completion requirements .

Admissions Requirements

Degree students, applying to the certificate program as a jhu graduate student: .

Students already enrolled in a graduate program at JHU are not required to submit the School's electronic admissions application, but must submit the Bioethics Declaration of Intent form .

Eligible Start Terms :

Non-degree students.

Students with at least a baccalaureate degree from an accredited college or university and a strong academic record are eligible for admission to this certificate program. If you are not currently enrolled in a graduate program at Hopkins, these admissions requirements apply for this certificate program:

General Certificate Admissions Requirements

Please see our General Certificate Admission Requirements page for information about specific application components and instructions on how to apply to a certificate program through SOPHAS Express.

Prerequisites or special requirements

Application for Non-Degree Students

Information regarding the cost of tuition and fees can be found on the Bloomberg School's Certificate Programs Tuition page.

Questions about the program? We're happy to help.

Sponsoring Department Berman Institute of Bioethics

Certificate Program Contact Penny White 410.614.5580

Faculty Sponsor Travis Rieder

Ethics of Research with Human Subjects

• Continuing Education
• Ezekiel J. Emanuel, MD, PhD
• Steven Joffe, MD, MPH
• Emily A. Largent, JD, PhD, RN

Holly Fernandez Lynch, JD, MBE

Activity Overview

FREE: The goal of this activity is to provide learners with basic knowledge and skills on how to make ethical evaluations on research protocols, including understanding of specific ethical requirements and regulations. In this activity, learners will engage with the content by moving through a series of website pages that offer brief lecture videos, links to related readings, downloadable resources, and quizzes.

This activity is co-provided by the Perelman School of Medicine at the University of Pennsylvania and Penn Medicine Nursing. 

This continuing education activity has been designed for investigators, research team members, and IRB staff and members, as well as all health care professionals and anyone with an interest in ethics of human research.

Penn faculty, staff, and students/trainees:  Successfully complete the online course Ethics of Research with Human Subjects to fulfill your institutional human subjects research training requirements.

• Penn: Penn’s IRB will accept this course as an alternative to CITI training.
• For Penn-based staff, CHOP has approved the course to satisfy initial and recertification requirements.
• For CHOP-based staff, the course will satisfy the CHOP recertification requirement only.

The Course does not interface with Knowledge Link or Workday, so you will need to upload a certificate of completion with your HSERA application. Learners at other institutions may wish to request that their IRBs accept the course in lieu of CITI training.

After completing this course, the Learner will be able to:

• Outline the historical context for current approaches to research ethics and regulation.
• Outline the 8-principle framework for evaluating the ethics of research studies.
• Identify key U.S. regulatory requirements for research with human subjects.
• Identify important international guidelines for research with human subjects, including their key provisions.
• Assess the ethical and regulatory compliance of research protocols.

Successful completion of this educational activity and receipt of certificate of credit includes achieving a minimum score of 80% on the 3 quizzes.

Release Date:  November 20, 2019

Expiration Date: March 31, 2025

Amount of CME credit: 4.50  AMA PRA Category 1 Credits™

Amount of Nursing Contact Hours: 4.50  NCPD hours

Pharmacists: 4.50    ACPE contact hours of continuing pharmacy education credit

Estimated Length of Time for Completion:  approximately 4.5 hours

Register: credit             Register: noncredit

VIDEO SAMPLE: Informed Consent Under the Common Rule, by Ezekiel J. Emanuel, MD, PhD

Accreditation

In support of improving patient care, Penn Medicine is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

The Perelman School of Medicine at the University of Pennsylvania is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

Penn Medicine designates this enduring material for a maximum of  4.50   AMA PRA Category 1 Credits™ . Physicians should claim only the credit commensurate with the extent of their participation in the activity.

This activity has been designated by the Perelman School of Medicine at the University of Pennsylvania for 4.5 hours of Patient Safety/Risk Management.

If you intend to claim MOC points for ABIM, please view the  instructions  for creating/updating your CE/CME profile.

Penn Medicine Nursing is an approved provider of continuing nursing education by the Pennsylvania State Nurses Association, an accredited approver by the American Nurses Credentialing Center’s Commission on Accreditation.  Approval # 124-3-H-15.

Penn Medicine Nursing awards this activity 4.50  NCPD hours.

Pharmacists

Penn Medicine is jointly accredited by the Accreditation Council for Pharmacy Education (ACPE).

This practice-based activity is approved for up to  4.50  ACPE contact hours of continuing pharmacy education credit. UAN: JA0000324-0000-19-013-H05-P

To receive credit, you must submit your post-test, evaluation and credit request within 30 days of completion.

Physician Assistants

AAPA accepts certificates of participation for educational activities certified for AMA PRA Category 1 Credit™ from organizations accredited by ACCME or a recognized state medical society.

PAs may receive a maximum of  4.50  Category 1 credits for completing this activity.

Emily Largent, JD, PhD, RN

The planning committee members have disclosed that they have no relevant financial relationships with any commercial interests related to the content of this educational activity:

• Chase Brown, PharmD
• David Heagarty
• Holly Fernandez Lynch, JD, MBe
• Connie Ulrich, PhD, RN, FAAN
• Laura C. Hart, MFA
• Patricia Smith, DNP, RN, BC

The faculty involved with this activity have reported that their presentations contain no mention of investigational and/or off-label use of products.

There was no commercial support used in the development of this educational activity.

For questions related to this educational activity, contact Penn Medicine Continuing Medical and Interprofessional Education at the Perelman School of Medicine at the University of Pennsylvania at  [email protected]  or at 215-898-8005.

If you have questions, please contact Caitlin O'Neill, Program Manager for Online Educational Initiatives, at 215-746-3971 or  [email protected] .

You may also like

Ethics and Regulation of Social and Behavioral Research

Conflicts of Interest in Biomedical Research

Ethics and Trial Design

INTERESTED IN OTHER COURSES?           VIEW THE COURSE LIST

• Take the course for credit Register: Credit
• Take the course without credit Register: Noncredit

• Johns Hopkins Berman Institute of Bioethics
• Education & Training

Bioethics Certificate Program

• Master of Bioethics
• PhD Program
• Postdoctoral Fellowships
• Undergraduate Minor
• Clinical Ethics Education
• Online Learning
• Genomics and Society Mentorship Program (GSMP)

Certificate Programs offer focused academic training in specific areas of public health, such as bioethics.

Certificate programs typically require less time and coursework than a degree, making them appealing to:

• Current Bloomberg School of Public Health degree students desiring specialization in particular topic areas
• Individuals seeking to learn more about specific areas of public health.

The Berman Institute’s Bioethics Certificate Program is geared not only toward current Johns Hopkins University graduate students, but also non-degree-seeking students as well as a broader general audience.

EDUCATIONAL OBJECTIVES

• Describe the essential theories and methods that underpin the ethics of public health, clinical care, science and research;
• Recognize ethical issues and questions that arise in public health, clinical care, science and research;
• Articulate and critique policy and scholarly arguments to engage with long-standing and emerging debates in bioethics;
• Distinguish various ethics advisory functions in practice settings; and
• Apply ethical theories and methods to real-world ethical dilemmas.

ELIGIBILITY

The certificate program is open to graduate students in all JHU programs, with the exception of Master of Applied Science candidates, who will need to complete their MAS degree program prior to applying to the certificate program. The program is also open to individuals who are not enrolled in degree programs at JHU.

REQUIREMENT FOR SUCCESSFUL COMPLETION

The certificate program requires a minimum of 18 term credits. Students will complete three required courses totaling 9 credits, and then choose three courses from the Berman Institute course list totaling 9 credits to fulfill the 18-credit requirement to complete the certificate program. 

All required and elective courses must be taken for a letter grade; a minimum grade of C is required in all certificate coursework and students must maintain a 2.75 or better overall GPA for all certificate coursework . All courses must be completed within a three year period.

The student should review the  section of the website that addresses completion  before completing certificate program requirements. The student’s transcripts will not indicate that the certificate was earned until the Notification of Completion form has been submitted, verified by the certificate program, and processed by the Registrar.

COURSE OF STUDY

Students should check the Bloomberg School of Public Health  course directory to confirm when the courses are offered. Students should also check for pre-requisites and whether instructor consent is required.

CONTACT INFORMATION

Certificate Program Contact Name Penny White Phone 410.614.5580

Faculty Sponsor Name Travis Rieder

Ethics in Health Research – A Global Perspective

All you need to know about the ethical conduct of health research in humans in one course!  Covering USA, EU and SA regulations, guidelines, principles, key standards and norms as well as the ethical considerations, role, responsibilities and reporting requirements from ethics committees when conducting health research. We also   discuss  the sensitive issues around fraud and misconduct and uncover conflict of interest as well as ethical tensions and  dilemmas when conducting research with placebos, human biological materials, enrolling intensive care and terminal care patients and a look at ethics in genetic research.

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Description

South africa, international, what can you expect, download brochure.

With our online course in Ethics in Health Research, TASK Research Academy will take you on a unique journey,  giving you the opportunity to discover, explore and compare the various regulations and guidelines that are key to ethical behaviour in health research in the USA, EU and South Africa as well as  an overview to understand each of their frameworks and structures.

You will be introduced to The Declaration of Helsinki, The Council for International Organisations of Medical Sciences (CIOMS), Department of Health in South Africa (DOH2015), EU Clinical Trials Regulatory (CTR),   the various applicable Code of Federal Regulations (CFR) as well as the Federal Policy for the Protection of Human Subjects.

This course will also assist you to learn about and understand how institutional review boards / ethics committees are formed, what ethical  aspects they consider when reviewing a proposal, their exact role , responsibilities  and reporting requirements from the start to the end of a research study.

We also cover the sensitive issue around fraud and misconduct and the whistleblower; ethical dilemmas and debates around:   the use of placebos; collecting human biological materials for future use; storing biological material; reporting incidental findings; intensive care research; terminal care research; genetic research as well as traditional medicine research.

Duration: 6hrs (HPCSA accredited – 6 ethics points)

In the Health Research Ethics course, you will learn about:

• The principles that guide ethical research and how to apply them.
• Ethical tension in health research.
• Misconduct, unethical behavior, and conflicts of interests, as well as their root causes.
• Detecting and reporting fraud and misconduct.
• International ethics frameworks, guidelines, and regulatory structures, as well as those for South Africa, the European Union, and the USA.
• The ethics submission and approval processes for South Africa, the European Union, and the USA
• Cognitive biases in health research and how these are mitigated.
• The ethical concerns of using placebos in health research.
• The ethical concerns around the collection and storage of data and biological materials in health research.
• The ethical concerns of conducting health research involving vulnerable participants.
• The ethical concerns of conducting health research in unique research contexts.

Our comprehensive Health Research Ethics course has the following features:

Demonstrating the relationship between local and global ethical considerations by comparing the ethical requirements for conducting health research in the United States of America (USA) , European Union (EU) , and South Africa .

• 100% online
• Developed by industry for industry
• Self-paced modules
• Rich and immersive learning content – videos, animation and podcasts
• Shareable certificate on completion valid for 3 years
• Interactive quizzes and real-life scenarios
• Accredited by HPCSA : acquire 6 Ethics CPD points

Who should attend this course?

• Any aspiring or current clinical research professional wanting to work or working as clinical trial assistants (CTAs), clinical research associates (CRAs), research nurses, study coordinators, site managers, site directors, research pharmacists and pharmacists’ assistants and Investigators
• Principal Investigators conducting Investigator driven research
• Scientists, PhD students, researchers conducting professional research or observational research involving humans.
• Regulatory assistants or Regulatory Specialists
• Regulatory Authority personnel
• Members of an Institutional Review Board or Ethics Committee
• Clinical research practitioners
• Medical Practitioners
• Anyone interested to understand the similarities and / or differences between regulations and ethical principles in the USA, EU and South-Africa

Our Health Research Ethics course is accredited by HPSCA and offers 6 Ethics CPD points. The certification is valid for 3 years.

Contact us for group discounts.

• Shareable certificate on completion

W ho should attend this course?

Contact us for group discount

Health Research Ethics

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Public Health Ethics Training Materials

• Public Health Ethics Training for Local Health Departments

Web-on-Demand e-Learning Module

Public health ethics case repository, public health ethics casebook, open access narrative public health ethics book, good decision making in real time: public health ethics training for local health departments.

As part of CDC’s ongoing efforts to support state and local health departments, the Public Health Ethics Unit has developed a training manual to be used as a tool to strengthen public health ethics capacity at the local level. The manual includes an introduction to public health ethics, relevant case studies, suggestions for integrating ethics into health departments, and additional resources. The Student version of the manual may be downloaded here; the Facilitator version is available upon request.

Download the Student Manual To request a copy of the Facilitator Manual, please email [email protected] .  

GOOD DECISION MAKING IN REAL TIME: PRACTICAL PUBLIC HEALTH ETHICS FOR LOCAL HEALTH OFFICIALS

The Centers for Disease Control and Prevention (CDC) and the National Association of County and City Health Officials (NACCHO) announce the availability of a Web-on-Demand e-Learning module, Good Decision Making in Real Time: Practical Public Health Ethics for Local Health Officials. The Centers for Disease Control and Prevention (CDC) and the National Association of County and City Health Officials (NACCHO) announce the availability of a Web-on-Demand e-Learning module, Good Decision Making in Real Time: Practical Public Health Ethics for Local Health Officials.

PROGRAM DESCRIPTION : This Web-on-demand course provides training on the basics of public health ethics and the process of ethical analysis and describes tools and resources for addressing ethical challenges that commonly arise in the practice of public health. The course also explores the complementary nature of public health law and public health ethics, reviews approaches to implementing public health ethics in health departments and presents a case study to illustrate the steps of applying an ethical analysis to a real-life case scenario.

COUSE OBJECTIVES :  At the conclusion of the session, the participant will be able to:

• List 3 ways to define the field of public health ethics.
• Describe 2 ways public health ethics and law can work together to address ethical challenges.
• Describe 3 resources for helping public health officials make ethically informed choices.
• List 2 specific ways to integrate ethical considerations into public health decision-making.
• Explore multiple solutions by organizing, prioritizing, and defending each possible solution.

FACULTY/CREDENTIALS :

Drue Barrett, PhD; Lead, Public Health Ethics and Strategy Unit; Office of Scientific Integrity, Office of Science, Centers for Disease Control and Prevention

Ruth Gaare Bernheim, JD, MPH; Chair, Department of Public Health Sciences, School of Medicine; Co-Director, The Institute for Practical Ethics and Public Life; Professor of Public Health Sciences, Medicine, and Family Medicine; University of Virginia School of Medicine

Alan Melnick, MD, MPH, CPH; Director and Health Officer; Clark County Public Health, Washington

Leonard Ortmann, PhD; Senior Ethics Consultant; Public Health Ethics and Strategy Unit, Office of Scientific Integrity, Office of Science, Centers for Disease Control and Prevention

Matthew Penn, JD, MLIS; Director, Public Health Law Program; Office for State, Tribal, Local, and Territorial Support, Centers for Disease Control and Prevention

COURSE ACCESS :  Access the course at https://www.pathlms.com/naccho/courses/282

CONTACT INFORMATION : Contact [email protected] for questions about this course.

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Below are additional public health ethics cases that can be used in conjunction with the training manual – Good Decision Making in Real Time: Public Health Ethics Training for Local Health Departments:

• Emergency Preparedness: Impact of Regulatory Compliance and Resource Allocation Decisions on Laboratory Capacity
• Ensuring Biosafety/Biosecurity during a Public Health Emergency
• Short-course Zidovudine Compared to What? A Trial to Prevent Mother-to-Infant HIV Transmission
• Unsafe Injections: Duty to Warn?
• Use of Restraint and Physical Force by First Responders: Duty to Investigate and Educate?
• Ethical Considerations for Allocating Medical Countermeasures in an Anthrax Incident
• Policies for Restricting Use of Electronic Nicotine Delivery Systems (ENDS) in Indoor Public Spaces

  Top of Page

Public Health Ethics: Cases Spanning the Globe (2016). DH Barrett, LW Ortmann, A Dawson, C Saenz, A Reis, G Bolan (Eds.). Springer Open.

This open access book includes 40 cases that highlight a broad range of ethical issues and dilemmas that arise in the practice of public health. The casebook begins with an introduction to the basic concepts of public health ethics and describes important events that shaped the practice of public health. The cases are organized into chapters that discuss the following topics:

• Resource allocation and priority setting
• Disease prevention and control
• Chronic disease prevention and health promotion
• Environmental and occupational public health
• Vulnerability and marginalized populations
• International collaboration for global public health
• Public health research

You can access this book free of charge at Public Health Ethics: Cases Spanning the Globe .

Narrative Ethics in Public Health: The Value of Stories (2022)., DH Barrett, LW Ortmann, SA Larson (Eds). Springer Open.

This Open Access book illustrates the power of stories to illuminate ethical concerns that arise in public health. It complements epidemiological or surveillance evidence and reveals stakeholder perspectives crucial for public health practitioners to develop effective and ethical public health interventions. The book contains 14 chapters that present stories about public health problems and challenges. The stories range from first person narratives of both practitioners and citizens, to analysis of published short stories. The problems and challenges the stories address include justice concerns, surveillance and stigma, community values and the value of community, trust and the value of information, and freedom and responsibility. Specific topics include resource allocation, balancing individual liberty and the need to protect the community from health threats, and the health impact of trauma, addiction, obesity and health disparities.

You can access this book free of charge at Narrative Ethics in Public Health: The Value of Stories

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Research Ethics Training Curriculum (RETC), Second Edition

2009 — Human research ethics rest on three basic principles: respect, beneficence and justice. These principles are the foundation of all regulations or guidelines governing research ethics and transcend all geographic, cultural, economic, legal and political boundaries.

Although these principles are universal, there are few tools available to help researchers learn about the development and philosophy of ethics or find out how ethical principles can be applied in a practical way. The Research Ethics Training Curriculum fills the gap.

Documents / Downloads

• Research Ethics Training Curriculum (PDF)

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TRAINING AND RESOURCES IN RESEARCH ETHICS EVALUATION

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Research ethics

Information about research misconduct, authorship, authorship disputes, record keeping, mandatory trainings, and other research integrity topics.

On this page

Your role in research integrity, required training, know who can help, additional resources, helpful links and policies.

Research is a collaborative process requiring individuals with various expertise to work together to advance research. All team members are responsible for fostering an environment that enables scientists to work together toward common goals while protecting public trust in the research enterprise.

As a member of the Intramural Research Program, trainees and fellows are expected to comply with federal and NIH regulations supporting the responsible conduct of research. It is critical that you fully understand NIH policies and know where to turn with questions or concerns. We are here to support you as you develop your understanding of research integrity, within your research group and beyond.

To be sure that you fully understand principles of research ethics and responsible conduct of research, and know where to turn for guidance and advice, you are required to:

• Complete online research ethics training within three weeks of starting at NIH
• Participate in annual ethics case studies within your Institute
• Attend Responsible Conduct of Research training offered by OITE.

Depending on the type of research you do, you may be required to complete additional trainings; for example, human subject protections, the use of animals in research, or select agents. Ask your PI or daily supervisor for a list of all trainings you are required to complete when you arrive; also ask about annual refresher trainings.

We appreciate that it can be difficult to know where to turn with questions or concerns about responsible conduct of research. If you feel comfortable, speak directly with the people involved and consult your daily supervisor and/or the PI in your group. However, we understand that hierarchy in research groups can be a barrier to open communication; therefore, here are other sources of guidance and support:

• Your IC training director
• Dr. Kathryn M. Partin , the Agency Intramural Research Integrity Officer

We recommend that you first seek guidance within your Institute, but if that is not comfortable for you, or you still have concerns, please reach out to OITE or the Agency Intramural Research Integrity Officer. We work together to support trainees and will consult as needed to provide you with appropriate guidance.

In addition, there are other important resources available to you, including:

NIH Office of Animal Care & Use

Provides the NIH Intramural Research Program with oversight, guidance and training related to the use of animals in research.

Click here to visit the Office of Animal Care & Use website.

Office of Human Subjects Research Protections

Promotes the protection of rights, safety, and welfare of human subjects by providing oversight, guidance, and training related to the NIH’s clinical research program.

Click here to visit the Office of Human Subjects Research Protections website.

NIH Library Services

Supports responsible conduct of research by providing training, editing services, free access to plagiarism checkers, assistance with managing data, statistical consultations, and a variety of tutorials to assist with data analysis and publishing your work.

Click here to visit the NIH Library Services website.

NIH Office of the Ombudsman

A confidential resource for discussing work relationships with the goal of supporting efficient and collaborative scientific research.

Click here to visit the NIH Office of the Ombudsman.

• Webform for Anonymously Reporting Research Misconduct
• Guidelines for the Conduct of Research in the Intramural Research Program at NIH
• Guidance on Submitting Research Publications
• Guidelines for Authorship and Resources on Authorship Disputes
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Human Research Protection Training

OHRP offers a variety of free online trainings for the research community on human research protections based on the principles of the Belmont Report and the requirements of the revised Common Rule (or 2018 Requirements).

Human Research Protection Foundational Training

Complete this 5-lesson training to satisfy the NIH educational requirement for training on human research protections for investigators and key personnel.

Participant-Centered Informed Consent Training

Learn how to create participant-centered informed consent forms through this interactive training.

Considerations for Reviewing Human Subjects Research

Check out these interactive programs to enhance your knowledge about protecting human subjects in research.

OHRP Webinars

Watch these webinars to obtain a comprehensive understanding of different aspects of the regulations at 45 CFR 46

Mini-Tutorials

Review a series of short tutorials (each around 15 minutes long) that focus on specific aspects of HHS human subjects regulations and policy.

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Understand the principles of Human Research Ethics

Are you supporting or planning to engage in research with or about people, their data or their tissue? A new, self-paced learning module now available on Canvas entitled Human Research Ethics introduces its values, principles and review.

The module provides information to help you design a human research project and understand how ethics reviewers will consider your design against the guidance provided in the National Statement on Ethical Conduct in Human Research .

Based on, and directly cross referencing with the National Statement, the module outlines why research ethics review was introduced internationally. It introduces the key agencies and documents associated with Australian ethics review and points out important changes in 2023 National Statement. These include a refined risk matrix approach and the requirements of granting an exemption from ethics review.

Merrilee Kessler, UTS Research Ethics Coordinator said that UTS commissioned this module for its research community.

“We wanted to provide a course that introduced the key research ethics concepts such as risk and benefit, consent, recruitment and data management, in a way that helps researchers understand the language and intent of ethics review,” she said.

The module highlights the kinds of responses needed in an ethics application to show that the research design meets the expectations of the National Statement. It looks at current issues like AI, social media in research and Big Data.

“It also includes research that UTS doesn’t come across as often, but which provides great scope for ethical investigation, such as Genomic research and Animal-to-human xenotransplantation,” Merrilee explained.

We wanted to provide a course that introduced the key research ethics concepts such as risk and benefit, consent, recruitment and data management

Keith Heggart, UTS researcher and ethics reviewer, was one of the first to complete the module.

“I think it’s important for early career researchers to understand that going through the ethics process is not just a matter of ticking the right boxes and filling in the right forms. Instead, it’s a thoughtful, nuanced engagement with ideas like justice, beneficence and risk,” he said.

“Done well, careful completion of the ethics approval process improves research projects. This course does a great job of carefully explaining this point, and as such, I recommend it for all early career researchers - and experienced ones too!”

Done well, careful completion of the ethics approval process improves research projects.

Contributing to research excellence

Importantly, the Human Research Ethics module covers key aspects of the UTS Research Outcomes Capability Framework | RES Hub (uts.edu.au) including those relating to:

• Research life cycle: Best practice in research project management from research ethics and integrity, policy and procedures, data management policy and systems to IP management and security.
• Research leadership: Confidence to champion research integrity and best practice in research project management, mentor successfully and deliver ethical and robust research with integrity.
• Creativity and innovation: Knowledge of ‘human-centred’ research methods and practices. 
• Indigenous led knowledges and research: Knowledge and understanding of Indigenous Research Ethics (e.g. AIATSIS, NHMRC, community protocols) and the ability to ensure that research processes and outputs will not harm Indigenous peoples and communities.

“We also look at the relevant UTS policies, procedures and systems,” added Merrilee.

“At the end of the course, participants will have the ability to identify and manage risk and appropriately manage data – including by planning for re-use and reproducibility, archiving and sharing with appropriate audiences.”

About the Human Research Ethics Module

Human Research Ethics  takes approximately two hours to complete and can be accessed as many times as needed once an account has been opened.

A Certificate of Completion is available for download.

Access the training at https://canvas.uts.edu.au/enroll/GEKRK8

Find ethics training and support

• Visit the Ethics Sharepoint site - Research Ethics and Integrity - Home (sharepoint.com)
• Make an appointment to attend clinics for Animal Ethics, General Research Ethics or Health Related Research  - Ethics clinics (sharepoint.com)
• Register for Good Clinical Practice (GCP) training-   GCP training page

Need more information? Get in touch with the Research Ethics team by email [email protected]

RES Hub acknowledges and pays respect to the Gadigal people of the Eora Nation, the Boorooberongal people of the Dharug Nation, the Bidiagal people and the Gamaygal people, upon whose ancestral lands where UTS now stands.

We pay respect to their Elders; past, present, emerging and future as the traditional custodians of Country and knowledge for this land. We recognise their continued connection to the land and waters and the continuation of their cultural, spiritual, and educational practices. We extend this respect to all Aboriginal and/or Torres Strait Islander peoples who visit RES Hub.

As a place for the UTS community to connect and collaborate, RES Hub acknowledges the long-standing traditional practices of these communities in gathering to share experience, knowledge, and history. RES Hub acknowledges that sovereignty was never ceded. This is and always will be Aboriginal Land. 

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NIeCer 102: Ethics Review of Health Research

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Health Care Ethics, Ph.D.

• Learning Outcomes
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Saint Louis University’s doctoral program in health care ethics prepares students for a successful career in academic, corporate, research or clinical bioethics settings.

Curriculum Overview

SLU’s Ph.D. in health care ethics is offered by the Albert Gnaegi Center for Health Care Ethics . The health care ethics Ph.D. integrates an interdisciplinary curriculum with several practica and offers four concentrations to further specialize your doctoral studies.

All students in the traditional Ph.D. in health care ethics program are required to complete 60 credits of coursework in five categories of courses:

• Foundations of Health Care Ethics (12 credits)
• Context of Health Care (12 credits)
• Disciplinary Lens (12 credits)
• Bioethics Content (12 credits)
• Dissertation Research (12 credits)

With the approval of the Ph.D. program director, up to 12 credits (in 5000-level courses or higher) from previous graduate coursework may count as advanced standing toward the disciplinary lens or bioethics content elective categories. Students pursuing the J.D./Ph.D., M.D./Ph.D., M.A./Ph.D. or the joint Ph.D. in theology and health care ethics follow a modified curriculum.

You may opt to complete a concentration in one of four areas: Catholic tradition, clinical ethics, empirical research methods or research ethics.

Catholic Tradition Concentration

Students enrolled in the Ph.D. program in health care ethics may take 15 credits of coursework with an emphasis on health care ethics in the Catholic tradition and write a dissertation (12 credits) in the Catholic tradition to develop expertise in the area of Catholic health care ethics. To enroll in the concentration in health care ethics in the Catholic tradition, students must already hold a master’s degree in theology or religious studies or be enrolled in the M.A./Ph.D. dual-degree program.

Clinical Ethics Concentration

Students enrolled in the Ph.D. program in health care ethics may take 15 credits of coursework with an emphasis on clinical ethics (12 credits). They'll also write a dissertation on a topic relevant to clinical ethics to develop clinical health care ethics expertise.

Empirical Research Concentration

With the approval of the concentration directors and the Ph.D. program director, students enrolled in the Ph.D. program in health care ethics may opt to complete this concentration to develop expertise in empirical research methods. This concentration prepares students to incorporate empirical methods into a normative dissertation and future research. The focus of the track will be on qualitative research methods (such as ethnography, interviews, focus groups, public deliberation, etc.), though, in consultation with the directors of the concentration, students will have the option of adopting quantitative or mixed methods approaches. Completion of the concentration is meant to indicate special competencies over and above those gained in the Ph.D. program, specifically those that pertain to qualitative empirical research in the field of bioethics.

Students must elect to pursue this concentration by the end of their first semester at the latest. A concentration director must approve the empirical concentration curriculum plan of each student. The concentration requires at least 12 hours of coursework.

Research Ethics Concentration

Students enrolled in the Ph.D. program in health care ethics may take 15 credits of coursework with an emphasis on research ethics and write a dissertation (12 credits) in research ethics to develop expertise in the area of human research ethics.

Fieldwork and Research Opportunities

All Ph.D. students take a three-semester, 150-hour clinical practicum to gain experience working in a clinical setting. Students interested in the clinical ethics concentration can complete an additional advanced practicum in which students are placed in active clinical ethics consultation services for 300+ hours. In addition to these fieldwork opportunities, most Ph.D. students graduate with two or more publications.

Professionals from the fields of law, medicine, nursing, public health, philosophy and religious studies have joined SLU’s Ph.D. program in health care ethics. Our graduates have been highly successful in finding excellent full-time positions both in education (teaching and conducting research in health care ethics) and in health care systems (as professional ethicists).

Admission Requirements

Students entering the Ph.D. program in health care ethics will have an undergraduate or graduate degree in a relevant field, for instance, philosophy, theology, a clinical field, social sciences or law. Successful applicants usually have a high GPA, high GRE percentiles (especially in the verbal and analytical writing categories), a strong normative writing sample and a demonstration of overall fit with the program’s educational objectives.

The Catholic Health Association has recommended that ethicists working in Catholic health care with an interdisciplinary Ph.D. degree should additionally hold an M.A. in theology. It is strongly recommended that students who do not already hold an M.A. in theology complete the dual-degree program, offered in collaboration with the Aquinas Institute of Theology. Alternately, students should plan on completing an M.A. prior to commencing work in Catholic health care.

Application Requirements

• Transcript(s)
• Three letters of recommendation
• Writing sample
• Professional goal statement
• Application deadline Dec. 1

Requirements for International Students 

All admission policies and requirements for domestic students apply to international students. International students must also meet the following additional requirements:

• Demonstrate  English Language Proficiency
• Courses taken and/or lectures attended
• Practical laboratory work
• The maximum and minimum grades attainable
• The grades earned or the results of all end-of-term examinations
• Any honors or degrees received.
• WES and ECE transcripts are accepted.
• A letter of financial support from the person(s) or sponsoring agency funding the student's time at Saint Louis University
• A letter from the sponsor's bank verifying that the funds are available and will be so for the duration of the student's study at the University

Assistantship Deadline

Applicants who are admitted to the Ph.D. program will be invited to submit a separate application for assistantship funding. Contact the Ph.D. program director for more information.

Review Process

Applications are reviewed by a committee of faculty members from the Albert Gnaegi Center for Health Care Ethics.

Additional charges may apply. Other resources are listed below:

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Information on Tuition and Fees

Miscellaneous Fees

Information on Summer Tuition

Scholarships, Assistantships and Financial Aid

For priority consideration for a graduate assistantship, apply by the program admission deadlines listed. Fellowships and assistantships provide a stipend and may include health insurance and a tuition scholarship for the duration of the award. 

Explore Scholarships and Financial Aid Options

• Graduates will be able to demonstrate a broad knowledge of the foundational disciplines, methods, topics and issues in health care ethics required for the scholarly analysis of issues in the field. 
• Graduates will be able to demonstrate proficiency in formulating original, normative arguments on topics related to health care ethics.
• Graduates will be able to demonstrate the ability to conceptualize, develop and bring to successful completion an original, sustained and coherent independent research project that contributes to the field (i.e. the dissertation).
• Graduates will be able to demonstrate an ability to generate appropriate job search materials (i.e. curriculum vitae, teaching portfolio, writing sample, etc.)

Non Course Requirements

Research tools.

These competencies are essential for success in health care ethics. Students may develop these competencies through different mechanisms.

• Competency in medical terminology
• Competency in library database skills
• Competency in reading statistics and study design

Comprehensive Examinations

The comprehensive examinations occur after completing all coursework and practica. 

Dissertation Proposal

The student will work closely with the dissertation chair to select a dissertation topic and plan the dissertation proposal in a timely manner. In the dissertation proposal, the student must present substantial evidence of the ability to develop and sustain an extended normative project on a bioethics topic. Once the chair is satisfied with the proposal, it will be sent to the two faculty readers for their comments. It is at this stage that the readers are expected to influence the general outline of the dissertation. The student will then address the comments of the readers and submit a revised proposal to the chair. This process may be repeated until the chair, readers and student are satisfied with the proposal.

Dissertations: Nontraditional Format

Ordinarily, doctoral candidates in the Ph.D. program in health care ethics will follow the traditional guidelines for dissertations. However, when appropriate, a student’s dissertation committee may permit the student to write a dissertation using a nontraditional format, the body of which consists of at least three thematically related original article-length manuscripts, at least two of which must be accepted for publication. As is always the case, all dissertation content must receive final approval by the student’s dissertation committee. The mere fact that a manuscript has been published or accepted for publication does not guarantee that it can be used toward a nontraditional dissertation. Ordinarily, if a faculty member serves as a co-author on one of the publications, this faculty member would not serve as the student’s dissertation chair. The nontraditional dissertation format requires that:

• The three incorporated articles be preceded by a substantive introduction chapter and followed by a substantive conclusion chapter, which will integrate the three manuscripts into a coherent whole.
• Ordinarily, the student is the sole or primary author of all three manuscripts.
• At least two of the three manuscripts must be fully accepted for publication and the third at least under review.
• Dissertations must satisfy the formatting requirements dictated by the "Policies and Procedures for Thesis, Project, and Dissertation Formatting."
• All articles incorporated into the dissertation must have been submitted while enrolled in the Ph.D. program.

Oral Defense of the Dissertation

Upon completion of the dissertation, students publicly present and defend their dissertation before their dissertation committee, CHCE faculty and doctoral students.

Continuation Standards

Students must maintain a cumulative grade point average (GPA) of 3.50 in all graduate/professional courses.

Empirical Research Methods Concentration

Roadmaps are recommended semester-by-semester plans of study for programs and assume full-time enrollment unless otherwise noted.  

Courses and milestones designated as critical (marked with !) must be completed in the semester listed to ensure a timely graduation. Transfer credit may change the roadmap.

This roadmap should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor/mentor each semester. Requirements, course availability and sequencing are subject to change.

Take either course depending on interest and career goals. May take both, with the second acting as an elective.

Take the “Consuming Empirical Literature” exam the first day of class.

Take the “Medical Terminology” exam the first day of class.

An introduction to graduate-level database and library search skills, taught by library faculty.

Complete the clinical shadowing eligibility requirements prior to beginning of class.

Program Notes

• Students are encouraged to concentrate elective courses in a primary methodological or content area, versus a broad sampling of courses. Common choices are 6xxx-level courses in theology and philosophy.
• Concentration in Research Ethics : Electives focus on topics related to research ethics, and the dissertation will be written on a research ethics topic. One elective will be in research methodology; one elective will be an Advanced Research Ethics Practicum; one elective will be a non-HCE elective related to research ethics and the elective in the final semester will be a directed reading on research ethics, preparing the student’s dissertation prospectus.
• Concentration in Catholic Tradition : Electives focus on topics related to Catholic health care ethics, and the dissertation will be written on a Catholic health care topic. One elective will be HCE 6310 Health Care Ethics: Catholic Tradition (3 cr) ; one elective will be an elective related to health care and the catholic tradition, usually in theology; the elective in the final semester will be a directed reading on Catholic health care ethics, preparing the student’s dissertation prospectus.
• Concentration in Clinical Ethics : Electives focus on topics related to clinical ethics, and the dissertation will be written on a clinical ethics topic. One elective will be HCE 6540 Advanced Clinical Ethics Practicum (3 cr) ; one elective will be a non-HCE elective related to clinical ethics and the elective in the final semester will be a directed reading on clinical ethics, preparing the student’s dissertation prospectus.
• Concentration in Empirical Research Methods in Ethics : Electives focus on topics related to empirical research methods, and the dissertation will be written using an empirical research method. Two (preferably three) electives will be graduate-level methods courses taught outside HCE and the elective in the final semester will be HCE 6520 Quantitative Research in Descriptive Ethics (3 cr) , preparing the student’s dissertation prospectus.

For additional information about our program, please contact:

Harold Braswell, Ph.D.  Graduate program coordinator, health care ethics [email protected]  

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• Online Course on: Research Ethics Training Curriculum (RETC)

Online Course on: Research Ethics Training Curriculum ( RETC)

The Research Ethics Training Curriculum (RETC) developed by FHI was first published in the spring of 2001. 

This RETC has been developed for an international audience of researchers and Research Ethics Committee members who:

• Design or implement research that includes human participants
• Conduct reviews of the ethical aspects of research

The RETC provides a basic and accessible level of training appropriate for individuals from different professional backgrounds and world regions. It provides:

• An overview of the main ethical principles to be considered in the development and conduct of research involving human participants
• Guidance to assist researchers in designing studies that are respectful of local cultures, regulations, and expectations
• Case studies for considering real-world examples of ethical issues
• Ancillary reference documents on modern perspectives that shape the research ethics field

The Lotus Flower

Another element retained from the original Research Ethics Training Curriculum is the lotus flower, which we use to symbolize the fundamental ethical elements. In many cultures, the image of the lotus flower represents purity and perfection. Through this curriculum, we challenge the research community to aspire to a pure and perfect research design—the foundation on which ethical research is developed and implemented.

The curriculum is divided into four sections:

• Case Studies
• Evaluations
• Additional Resources

Certificate of Completion

Everyone that successfully completes the RETC is eligible to receive a certificate of completion from FHI’s Office of International Research Ethics (OIRE).

Individuals completing the training online will have to:

• take the post-test,
• obtain at least an 80% grade,
• submit the curriculum evaluation form, and
• receive the certificate.
• FHI will issue immediately an electronic copy of the certificate that needs to be completed by the trainee who adds his full name and date of completion.

ARE YOU INTERESTED TO JOIN THIS COURSE NOW? CLICK HERE

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Registration of HREC Training Programme

Before you proceed, please Find below the Section of the National Code for Health Research Ethics relating to Registration of Health Research Ethics Committees Training Programme

Section C.a.3, C.b.2

Registration of Health Research Ethics Committees

In order for an institution to be able to conduct health research, the institution must have a registered health research ethics committee (HREC). The following are the guidelines for registration:

(a) Registration with National Health Research Ethics Committee (NHREC) shall require:

(3)  All members of the proposed HREC must have completed NHREC approved training programs in research ethics. Additional training in research methodology and research administration is recommended. Copies of the certificates of completion of such programs must be submitted along with the application. The institution setting up the HREC must provide resources for such training.

(b) The lifespan of any HREC shall be two years, after which the institution shall apply for re-registration.  The application for re-registration must be submitted within the last 6 months of the expiry of the current registration. During the re-registration process, the institution shall submit:

(2)  Certificates of completion of National Health Research Ethics Committee approved training programs in research ethics completed within 6 months of the expected start date of the registration of the HREC. Additional training in research methodology and research administration is recommended. Copies of the certificates of completion of such programs must be submitted along with the application.

Section K.f.9

HREC Records and Reports

HREC shall prepare and maintain adequate documentation of all its activities, including the following:

(f)  The applicant applying for ethics review must submit the following:      

(9)  Evidence of NHREC certified informed consent training by applicant and co-investigator(s) undertaken within

 2  years of the date of submission of a valid application to HREC.

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Center for ETHICS* Center Staff This Week at the Center Research Projects Winning with Character Recommended Reading Conferences Online Store Affiliate Organizations CENTER FOR ETHICS* University of Idaho Center for ETHICS 500 Memorial Gym Moscow, ID 83844-3080  Phone: (208) 885-2103 Fax: (208) 885-2108   Email: [email protected] The Center for ETHICS* (ethical theory and honor in competition and sport), the challenge... to think beyond the norm,, the goal... to gain clear thinking,, the purpose... to become better people..      The Center for ETHICS* at the University of Idaho offers study, intervention, outreach, consultation, and leadership in developing and advancing the theory, knowledge and understanding of character education including moral and ethical reasoning, moral development, ethical leadership, and ethical application. Competing With Honor: To Dope or Not To Dope This project was supported through funding of the World Anti-Doping Agency ( WADA ) Now you can Subscribe to the Center for ETHICS* Newsletters . Character is the life of right conduct ~ Aristotle Home | About Us | Center Staff | Conferences | Contact Us | Affiliated Organizations | Online Store | Recommended Reading | This Week at the Center | Winning with Character Virtual Tour Experience University of Idaho with a virtual tour. Explore now Discover a Career Find a Major Experience U of I Life More Resources Admitted Students International Students Take Action Find Financial Aid View Deadlines Find Your Rep Helping to ensure U of I is a safe and engaging place for students to learn and be successful. Read about Title IX. Get Involved Clubs & Volunteer Opportunities Recreation and Wellbeing Student Government Student Sustainability Cooperative Academic Assistance Safety & Security Career Services Health & Wellness Services Register for Classes Dates & Deadlines Financial Aid Sustainable Solutions U of I Library Upcoming Events Review the events calendar. Stay Connected Vandal Family Newsletter Here We Have Idaho Magazine Living on Campus Campus Safety About Moscow The largest Vandal Family reunion of the year. Check dates. Benefits and Services Vandal Voyagers Program Vandal License Plate Submit Class Notes Make a Gift View Events Alumni Chapters University Magazine Alumni Newsletter SlateConnect U of I's web-based retention and advising tool provides an efficient way to guide and support students on their road to graduation. Login to SlateConnect. Common Tools Administrative Procedures Manual (APM) Class Schedule OIT Tech Support Academic Dates & Deadlines U of I Retirees Association Faculty Senate Staff Council Institute for Health in the Human Ecosystem Physical Address: Integrated Research and Innovation Center 685 South Line Street, Rm 315 Mailing Address: University of Idaho 875 Perimeter Drive MS 1122 Moscow, Idaho 83844-1122 Phone: 208-885-0937 Email: [email protected] Web: uidaho.edu/ihhe Department of Entomology, Plant Pathology and Nematology Physical Address: E. J. Iddings Agricultural Science Laboratory, Rm 242 606 S Rayburn St Mailing Address: 875 Perimeter Drive MS 2329 Moscow, ID 83844-2329 Phone: 208-885-6277 Email: [email protected] Web: uidaho.edu/cals/eppn Biology of Vector-borne Diseases course The Institute for Health in the Human Ecosystem hosts the annual Biology of Vector-borne Diseases six-day course. This course provides accessible, condensed training and "knowledge networking" for advanced graduate students, postdoctoral fellows, faculty and professionals to ensure competency in basic biology, current trends and developments, and practical knowledge for U.S. and global vector-borne diseases of plants, animals and humans. We seek to train the next generation of scientists and help working professionals to more effectively address current and emerging threats with holistic approaches and a strong network of collaborators and mentors. The course is both lecture- and discussion-based and is delivered by internationally recognized experts, with integrated case studies of emerging vector-borne pathogens to highlight parallels and key distinctions in biology across plant, animal and human vector-borne diseases. This course sets an example of new vision, through leadership of the Institute for Health in the Human Ecosystem, to create an enduring community of participants and instructors to expand the impact and sustainability of these approaches. The sixth annual Biology of Vector-borne Disease course is scheduled for Monday through Saturday, June 16-21, 2025 . Applicants will be notified of their acceptance and invited to register for the course. The course registration fee ($2,500) includes housing, meals, course materials and social activities. Registration will be due following acceptance into the course. In the course, we are attempting to break down silos, to move people away from focusing on individual organisms, individual temporal and spatial scales of study and individual pathosystems, to seeing connections and parallels among all of these. Themes and concepts, course philosophies Decision-making. This occurs at many levels in vector-borne diseases. For example, hosts and vectors are subject to processes analogous to decision-making, researchers and practitioners are subjected to decision-making that is often constrained by the pathosystem of study and goals for management (e.g., pertaining to agriculture vs public health) and by the diagnostic tools available or selected. We want to create a “knowledge network” of researchers, trainees, and practitioners who look at plant, animal, and human vector-borne diseases more holistically. This is also a concept that we will solidify with talks that illustrate networks of biology across multiple scales in example vector-borne disease pathosystems. Communication We can talk about host-vector communication, host-pathogen communication, communication among participants and instructors, communication among scientists, stakeholders and the public, and, perhaps most importantly, scientific communication across pathosystems that is enabled by breaking down barriers in vocabulary. Vector-borne disease pathosystems are incredibly dynamic and we seek to facilitate new ways of thinking about important distinctions, biological parallels and ecosystem drivers across plant, animal and human vector-borne diseases. This will enable a new generation of thinkers to respond more effectively to emergent, dynamic, complex phenomena with innovative and sustainable solutions. Instructors Brian Amman — Centers for Disease Control and Prevention Corey Campbell  — Colorado State University Gitta Coaker  — University of California-Davis Sanford Eigenbrode  — University of Idaho Pilar Fernandez  — Washington State University Alan Goodman — Washington State University Scott Harper  — Washington State University, Clean Plant Center Northwest Luc Leblanc  —  University of Idaho Ed Lewis  — University of Idaho Shirley Luckhart — University of Idaho Anthony Mabele — Masinde Muliro University of Science and Technology Carolyn Malmstrom — Michigan State University Christie Mayo  — Colorado State University Chris Mclntosh  — University of Idaho Raul Medina  — Texas A&M University Edward Okoth Abworo  — International Livestock Research Institute, Kenya Jane Polston  — University of Florida Ann Powers — Centers for Disease Control and Prevention, Fort Collins Michael Riehle  — University of Arizona Michael Robert  — Virginia Tech Marilyn Roossinck  — Pennsylvania State University Glen Scoles  — USDA/ARS Glen Stevens  — University of Idaho Samuel Soubeyrand — French National Research Institute for Agriculture Food and Environment (INRAE) Jon Towner — Centers for Disease Control and Prevention Erik Wenninger  — University of Idaho Recent scholarship recipients U.S. National Science Foundation Ecology and Evolution of Infectious Diseases (NSF EEID) 2024 scholarships Mary Ann Ammugauan (Research Institute for Tropical Medicine, Philippines) Haswell Dambolachepa (Agricultural Research Services, Chitedze Agricultural Research Station, Malawi) Juan Vicente Bogado-Machuca (Universidad Nacional de Caaguazú, Paraguay) Lydia Eyase (Kenya Medical Research Institute, Kenya) Mariana Geffroy-Lopez (Universidad Nacional Autónoma de México, México) Alice Litta-Mulondo (National Livestock Resources Research Institute, Uganda) Ana Pérez-Rodas (International Potato Center, Lima, Perú) Ana Paula Mansilla (CONICET, Argentina) Byron Hernández-Ortiz (AGROSAVIA, Colombia) Jovin Mahendeka (National Development Corporation, Tanzania) Alex Eapen (ICMR-National Institute of Malaria Research, India) Antonio Alvarado (Delaware Division of Public Health) Jasmine Che (Benton County Mosquito Control District) Megan Dobson (University of Idaho) Molly Meagher (MaineHealth Institute for Research) Valerie Nguyen (University of Florida) Scholarship in recognition of the Elsevier journal One Health, 2024 Thierry Tovignan (Quisqueya University, Haiti) Application Process Applications accepted starting Oct. 1 Dec. 31 — Deadline to be considered for scholarship Feb. 17  — Announcement of scholarship recipients March 17  — Final application deadline Mission Create a knowledge network for a diverse and growing community of practitioners who transforms science, and develop interventions across plant, animal and human vector-borne diseases. Vision Stimulate and enhance innovative research, collaborations, teaching and outreach in plant, animal and human vector-borne diseases through a cutting-edge and interactive annual course delivered by a core community of leading scientists. BEI Resources for Infectious Diseases Research Coursera — Bioinformatics Food and Agriculture Organization of the United Nations Global Biodefense events JournalMap — Geographic mapping tool National Academy of Sciences National Center for Emerging and Zoonotic Diseases — Centers for Disease Control and Prevention ProMED mail Science News Summer Institute in Statistics and Modeling in Infectious Diseases Software carpentry workshops UN Sustainable Development Goals World Health Organization 235 IMAGES Medical Ethics course guide Course On Principles of Human Health and Research Ethics PPT Research Ethics: Definition, Principles and Advantages Faculty of Medicine Master of Health Research Ethics (MOHRE) COMMENTS Online Research Ethics Course The Online Research Ethics Course developed through the Practical Ethics Center at the University of Montana with Office of Research Integrity (ORI) support during the 2002-03 academic year. ... Centers for Disease Control and Prevention, Indian Health Service, and National Institutes of Health. The PHS policy requiring RCR training was ... Research Ethics Online Training (V2) • Global Health Training Centre About this Course. Research Ethics Online Training is adapted from an e-learning course and resource package designed and produced by the World Health Organization (WHO) for use by internal staff. Research is a vital ingredient for improved global health, and scientifically sound and ethically appropriate research is especially important in resource-poor settings where the need for locally ... Research Ethics Online Training • Global Health Training Centre UK Overseas Territories Public Health Network. Global Malaria Research. Global Outbreaks Research. Sub-Saharan Congenital Anomalies Network. Global Pathogen Variants. Global Health Data Science. Africa CDC. AI for Global Health Research. MRC Clinical Trials Unit at UCL. Bioethics Certificate Program About the Bioethics Certificate Program. The rigorous pursuit of human wellbeing through health care and research has resulted in tremendous gains, locally and globally, for individuals and populations. From the first ventilator to the first vaccine, such scientific and technological discoveries have sought to prolong life and alleviate human ... Ethics of Research with Human Subjects After completing this course, the Learner will be able to: Outline the historical context for current approaches to research ethics and regulation. Outline the 8-principle framework for evaluating the ethics of research studies. Identify key U.S. regulatory requirements for research with human subjects. Ethical and Regulatory Aspects of Clinical Research View the 2023 course syllabus and more detailed information about previous years' courses. 2024 Course Information. Our annual Ethical and Regulatory Aspects of Clinical Research course will be offered in Fall 2024 (from September 25 to November 13). Please e-mail questions or comments to [email protected]. Online Fellowship Certificate Program Key topics in clinical ethics, research ethics and public health ethics include, for example, research oversight in the developing world, rationing, reproductive ethics, end-of-life care, organ allocation, and medical aid in dying. ... The course fee is $14,750 USD for the 2025 academic year. Ethics and Good Research Practice (online) As this course provides the fundamentals of ethics and research it would be beneficial for people involved in qualitative, quantitative, observational and interventional research. This includes students (Honours, Masters by research and PhD) as well as research staff, particularly those who are new to research. Bioethics Certificate Program Course No. Course Title: No. Credits: PH.550.860: Academic and Research Ethics at JHSPH. All students are required to complete this online noncredit course in their first term of study. 0: Required Course (9 credits required) PH.700.601: Foundations of Bioethics (offered onsite in 1st term) 3: PH.700.602: Hot Topics in Bioethics (offered onsite ... Ethics in Health Research Ethics in Health Research - A Global Perspective. $ 100.00. All you need to know about the ethical conduct of health research in humans in one course! Covering USA, EU and SA regulations, guidelines, principles, key standards and norms as well as the ethical considerations, role, responsibilities and reporting requirements from ethics ... CDC As part of CDC's ongoing efforts to support state and local health departments, the Public Health Ethics Unit has developed a training manual to be used as a tool to strengthen public health ethics capacity at the local level. The manual includes an introduction to public health ethics, relevant case studies, suggestions for integrating ... Research Ethics Training Curriculum (RETC), Second Edition 2009 — Human research ethics rest on three basic principles: respect, beneficence and justice. These principles are the foundation of all regulations or guidelines governing research ethics and transcend all geographic, cultural, economic, legal and political boundaries. Although these principles are universal, there are few tools available to help researchers learn about the development and TRREE Latest announcements. August 23 2024. ISFM/FMH recognition of TRREE modules. April 14 2024. 14 new national supplements! December 15 2023. New version of Modules TRREE 1, 2, and 3. Older topics. Research ethics Complete online research ethics training within three weeks of starting at NIH. Participate in annual ethics case studies within your Institute. Attend Responsible Conduct of Research training offered by OITE. Depending on the type of research you do, you may be required to complete additional trainings; for example, human subject protections ... Human Research Protection Training Review a series of short tutorials (each around 15 minutes long) that focus on specific aspects of HHS human subjects regulations and policy. Content created by Office for Human Research Protections (OHRP) Content last reviewed May 2, 2024. The Department of Health and Human Services (HHS) cannot guarantee the accuracy of a non-federal website. Understand the principles of Human Research Ethics The module provides information to help you design a human research project and understand how ethics reviewers will consider your design against the guidance provided in the National Statement on Ethical Conduct in Human Research.. Based on, and directly cross referencing with the National Statement, the module outlines why research ethics review was introduced internationally. NIeCer 102: Ethics Review of Health Research This is second in the series of NIE ICMR e-certificate courses (NIeCer 102). The course is technically supported by the World Health Organization (WHO), India. The course will provide the fundamentals of ethical issues in biomedical research involving human participants and provide updates on research ethics guidelines in India.This is a self ... Health Care Ethics, Ph.D. SLU Additional Course in Research Ethics: 3: HCE 6980: Graduate Reading Course: 3: HCE 6150: Practicum, Health Care Ethics: 3: HCE 6990: Dissertation Research (with focus on research ethics) 3: ... Interdisciplinary Research in Health Care Ethics 2: 3: HCE 6110: Intro-Medicine for Ethicists 3: 1: Online Course on: Research Ethics Training Curriculum (RETC) Everyone that successfully completes the RETC is eligible to receive a certificate of completion from FHI's Office of International Research Ethics (OIRE). Individuals completing the training online will have to: take the post-test, obtain at least an 80% grade, submit the curriculum evaluation form, and. HREC Training Program The following are the guidelines for registration: (a) Registration with National Health Research Ethics Committee (NHREC) shall require: (3) All members of the proposed HREC must have completed NHREC approved training programs in research ethics. Additional training in research methodology and research administration is recommended. Education & Training Education and Training. Training the next generation of researchers and policy makers ensures the durability of intellectual commitment to sustainable solutions for health in the human ecosystem. The Institute for Health in the Human Ecosystem partners with academic units and colleges to support an interdisciplinary undergraduate global disease ... The Center for ETHICS* CENTER FOR ETHICS* University of Idaho Center for ETHICS 500 Memorial Gym Moscow, ID 83844-3080 Phone: (208) 885-2103 Fax: (208) 885-2108 Email: [email protected] Health Care Ethics Midterm 20 Multiple choice questions. Health care providers can rely on the law to solve all their moral dilemmas. True or False. Ethical principles are established and enforceable social rules for conduct or non-conduct. True of False. Believe that their own cultural background is superior to that of other people. Biology of Vector-borne Diseases course The Institute for Health in the Human Ecosystem hosts the annual Biology of Vector-borne Diseases six-day course. This course provides accessible, condensed training and "knowledge networking" for advanced graduate students, postdoctoral fellows, faculty and professionals to ensure competency in basic biology, current trends and developments, and practical knowledge for U.S. and global vector ... assignment essay homework paper phd report resume review speech thesis