Research Ethics in Training Curricula of Cameroon Health Training Institutions: A Cross-Sectional Study

TL;DR

This study examines how research ethics is taught in health training institutions in Cameroon and finds gaps in coverage and standardization.

Contribution

The study provides the first assessment of research ethics training in Cameroon's health institutions and identifies key areas for improvement.

Findings

16 out of 18 participating institutions included research ethics in their curricula.

Only 50% of institutions had at least one qualified lecturer for research ethics.

Most institutions require ethical clearance for student thesis protocols.

Abstract

Introduction

The quality of protection for research participants in Africa is still marked by the lack of trained actors in this area. The study was conducted to assess the availability of health research ethics in the curricula of health-related sciences training institutions in Cameroon.

Methods

The study involved a cross-sectional analysis to describe the training curricula on research ethics in health training institutions in Cameroon. Data were collected using a structured questionnaire that was administered face to face to the heads of institutions in late 2020.

Results

Twenty-one health training institutions were identified, and 18 (85.71%) participated. Health research ethics courses were present in the curricula of 16 (88.88%) of the institutions. Lectures were either a standalone module or part of a module in 14 (77.78%) institutions. The three first topics covered in the courses were the fundamental principles of ethics, the role of the ethics committee in the protection of research participants, and respect for research participants. A total of 14 (77.78%) institutions declared ethical clearance mandatory before the implementation of students’ thesis protocols. Eight (50.00%) training institutions declared having at least one qualified lecturer to deliver training in research ethics evaluation. The organization of the training of lecturers in delivering lectures on research ethics was declared to be the main assistance needed.

Conclusions

The delivery of research ethics education in Cameroon’s healthcare institutions is still limited by the fact that it does not cover all eligible populations, is not standardized, and does not yet promote the practice of requiring all student protocols to undergo preethical review prior to implementation. These points should be taken into account by the authorities in charge.

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