Shenuka Singh1, Keymanthri Moodley1, Rosemary Jean Cadigan2. 1. Centre for Medical Ethics and Law, Department of Medicine, Faculty of Health Sciences, Stellenbosch University, Cape Town, South Africa. 2. Center for Bioethics, Department of Social Medicine, University of North Carolina at Chapel Hill, Chapel Hill. North Carolina, USA.
Abstract
Introduction: The proliferation of biobanking activities demand a review of current training opportunities for service providers and researchers, specifically related to the ethical, legal, and social issues (ELSI) of biobanking research. Such information could be useful for planning and developing an educational course. However, it is equally important to explore the platform for offering such a course. Aim and Objectives: This study explored stakeholder perspectives on training needs in biobanking research and the use of an online training platform for such educational purposes. Methods: An exploratory study design using qualitative data was used. The study sample comprised selected stakeholders (n = 25) including biobankers, clinicians, researchers, postgraduate students, and research ethics committee members. Semi-structured in-person or Skype interviews were conducted and all ethical considerations were upheld. The interview focused on participants' perspectives on the accessibility and applicability of current available courses, and advantages and disadvantages of online biobanking courses. Data were analyzed using thematic analysis. Results and Discussion: The following themes arose from data analysis: inadequate availability of online courses, and advantages and disadvantages of online courses and opportunities for a successful training course. There was general consensus regarding the limited availability of context-specific training opportunities on the ELSI of biobanking. The majority of participants were previously self-taught and therefore relied on existing literature and collaborations with international biobanking groups for ongoing learning. Some respondents indicated that the costs of such available training courses were exorbitant. Some respondents also felt that available courses were not tailored to the specific needs of a diverse audience in biobanking. Apart from access, respondents reported possible challenges with internet connectivity and availability of data. Conclusion: Respondents expressed a need for affordable and focused online educational opportunities in biobanking, but highlighted that these courses need to be contextualized and integrated into other learning activities.
Introduction: The proliferation of biobanking activities demand a review of current training opportunities for service providers and researchers, specifically related to the ethical, legal, and social issues (ELSI) of biobanking research. Such information could be useful for planning and developing an educational course. However, it is equally important to explore the platform for offering such a course. Aim and Objectives: This study explored stakeholder perspectives on training needs in biobanking research and the use of an online training platform for such educational purposes. Methods: An exploratory study design using qualitative data was used. The study sample comprised selected stakeholders (n = 25) including biobankers, clinicians, researchers, postgraduate students, and research ethics committee members. Semi-structured in-person or Skype interviews were conducted and all ethical considerations were upheld. The interview focused on participants' perspectives on the accessibility and applicability of current available courses, and advantages and disadvantages of online biobanking courses. Data were analyzed using thematic analysis. Results and Discussion: The following themes arose from data analysis: inadequate availability of online courses, and advantages and disadvantages of online courses and opportunities for a successful training course. There was general consensus regarding the limited availability of context-specific training opportunities on the ELSI of biobanking. The majority of participants were previously self-taught and therefore relied on existing literature and collaborations with international biobanking groups for ongoing learning. Some respondents indicated that the costs of such available training courses were exorbitant. Some respondents also felt that available courses were not tailored to the specific needs of a diverse audience in biobanking. Apart from access, respondents reported possible challenges with internet connectivity and availability of data. Conclusion: Respondents expressed a need for affordable and focused online educational opportunities in biobanking, but highlighted that these courses need to be contextualized and integrated into other learning activities.
Authors: M Labuschaigne; A Dhai; S Mahomed; K Behrens; A Nienaber; K Moodley; P Cleaton-Jones; A Olckers; N Maepa; C Penny Journal: S Afr Med J Date: 2019-04-29
Authors: Ivana Sehovic; Clement K Gwede; Cathy D Meade; Stephen Sodeke; Rebecca Pentz; Gwendolyn P Quinn Journal: J Cancer Educ Date: 2016-06 Impact factor: 2.037
Authors: Alice Matimba; Andrew Chimatira; Oppah Kuguyo; James January; Zivayi Mupambireyi; Bazondlile Marimbe-Dube; Vasco Chikwasha; Zibusiso Nyati-Jokomo; Shamiso Muteti; Pedzisayi Mangezvo; Abigail Kangwende; Alfred Chingono; Midion Chidzonga; Jonathan Gandari; James Hakim; Kusum Nathoo; Christopher Samkange; Walter Mangezi; Sandra Lee; Lovemore Gwanzura; Mildred Cho; Paul Ndebele Journal: AAS Open Res Date: 2019-06-12