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Course Descriptions
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1.
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Introduction/Proseminar in Biomedical Ethics
(7 days, on-site in Vilnius)
This 7-day bioethics seminar is designed to serve as a springboard for the sixteen-month Advanced Certificate in Research Ethics. Students will be intensively immersed in discussions of biomedical, methodology and history. Through a series of workshops and interactive assignments they will be taught to use the research tools in bioethics and the history of medical ethics (especially on-line research portals), and methods of bioethics case analysis and case presentation. They will also be instructed in accessing and using the Joule ® distance-learning course platform, and
UGC Internet based resources, and will be required to use them throughout the seminar.
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2.
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International Bioethics
(10 weeks, on-line, fall)
The purpose of this course is to provide the historical and theoretical foundations for the Advanced
Certificate Program. Topics will include: the history and development of key international institutions,
pivotal policies, and theoretical frameworks informing international bioethics and research ethics,
case studies of specific areas in international bioethics.
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3.
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International Research Ethics (Research Ethics 1)
(10 weeks, on-line, winter)
In this course, fellows will be able to identify and explain the prominent ethical, social, and legal
issues in research ethics and apply ethical and professional principles to those issues. Fellows will be
able to analyze individual cases and make informed and reasoned judgments about the proper conduct of research
and be able to design and develop a plan to promote education in and professional awareness of research ethics
and the responsible conduct of research.
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4.
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Advanced International Research Ethics (Research Ethics 2)
(10 weeks, on-line, spring)
In the second course on research ethics, a continuation of Research Ethics 1, fellows will master the knowledge
base that will allow them to function as ethicists on research ethics committees. They will understand the legal
and ethical complexities of contemporary research issues occurring in their home countries and how the local
prevailing approaches and standards compare and contrast to international ones. Fellows will be challenged to
develop new theoretical and practical approaches to urgent ethical issues in the local research environment.
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5. & 6.
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On-line Practicum and Project (Double Course)
(30 weeks, on-line, portions of which may occur simultaneous to other courses)
The On-line Practicum and Project will be a key vehicle for preparing fellows to facilitate institutional and
societal change with regard to ethical practices in international health research. In this 30-week course, fellows
will carry out projects in their home institutions including: developing and teaching short courses on research
ethics, conducting empirical studies of research ethics practices, writing and implementing policies for research
ethics committees, improving the management of research ethics committees, and influencing the public policy agenda
of governmental bodies and non-governmental organizations. Additional practical skills that will be covered include
methods for teaching bioethics, grant-writing, public policy and organizational analysis, and other skills that
will be useful in completing the project and instituting change.
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7.
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On-site Practicum and Capstone
(7 days, on-site, summer)
In the combination Practicum and Capstone, fellows will acquire the practical skills necessary for functioning as
independent research ethicists in their home countries and in promoting institutional change. The Capstone will
provide an opportunity for fellows to demonstrate they have mastered the essential knowledge base and practical
skills necessary to function as a competent research ethicist in the CEE environment. The Capstone performs both
an assessment and evaluative function to assure the key objectives of the certificate curriculum have been accomplished.
The assessment will involve: (1) fellows’ presentations of their research or project; (2) fellows’ teaching sessions to
demonstrate their skills at presenting some aspect of research ethics (e.g., consent requirements in research on vulnerable
populations); (3) fellows’ performance in analyzing cases before a mock research ethics review board.
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