Abstract
The curriculum design, faculty characteristics, and experience of implementing masters' level international research ethics training programs supported by the Fogarty International Center was investigated. Multiple pedagogical approaches were employed to adapt to the learning needs of the trainees. While no generally agreed set of core competencies exists for advanced research ethics training, more than 75% of the curricula examined included international issues in research ethics, responsible conduct of research, human rights, philosophical foundations of research ethics, and research regulation and ethical review process. Common skills taught included critical thinking, research methodology and statistics, writing, and presentation proficiency. Curricula also addressed the cultural, social, and religious context of the trainees related to research ethics. Programs surveyed noted trainee interest in Western concepts of research ethics and the value of the transnational exchange of ideas. Similar faculty expertise profiles existed in all programs. Approximately 40% of faculty were female. Collaboration between faculty from low- and middleincome countries (LMICs) and high-income countries (HICs) occurred in most programs and at least 50% of HIC faculty had previous LMIC experience. This paper is part of a collection of papers analyzing the Fogarty International Research Ethics Education and Curriculum Development program.
Keywords Ethics training  Bioethics
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References found in this work BETA

Towards Progress in Resolving Dilemmas in International Research Ethics.Solomon R. Benatar - 2004 - Journal of Law, Medicine and Ethics 32 (4):574-582.
Towards Progress in Resolving Dilemmas in International Research Ethics.Solomon R. Benatar - 2004 - Journal of Law, Medicine and Ethics 32 (4):574-582.

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Citations of this work BETA

International Research Ethics Education.J. Millum, B. Sina & R. Glass - 2015 - Journal of the American Medical Association 313 (5):461-62.

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