Dual-Use Bioethics/Biosecurity Training
2nd Annual Conference BACAC
“Regional Biosafety and Biosecurity Collaboration”
Bishkek Kyrgyz Republic Bishkek, Kyrgyz Republic
11-12 November 2010
Masamichi Minehata
Bradford Disarmament Research Centre Bradford Disarmament Research Centre
Outline
1. Background: Dual-Use Bioethics
2. Online Educational Resource
Surveys
Surveys
General Scope
General Scope
• Identifying problems and solutions with a view to promoting
biosecurity education in Europe, United States(AAAS/NRC),
Japan, Israel, East Asia and Oceania.
Problems
Lack of specific mod les
• Lack of specific modules
• Obstacles addressed by university lectures:
• lack of interest resource time expertise literature
lack of interest, resource, time, expertise, literature
Possibilities
• Bioethics (prevalent) + dual-use
Education Module Resource (EMR)
–
Main Concept
• A free (open-source/shareware) on-line
d ti l f f ilit ti th t i i i educational resource for facilitating the training in Ethics and the Dual-Use issues amongst Life
Science Students in Higher Education.
–
No one size fits all
• Content of the resource can be tailored by users for specific academic contexts.
EMR 21 Lectures:
Broader Concept of Biosecurity
A. Introduction: Lecture: No. 1oduc o ec u e o
B. The Threat of Biological Warfare (BW) and Biological Terrorism (BT) d th I t ti l P hibiti R i L t N 2 10
and the International Prohibition Regime: Lectures No. 2-10
C The Dual-Use Dilemma and the Responsibilities of Life Scientists: C. The Dual Use Dilemma and the Responsibilities of Life Scientists:
Lectures No. 11-18
– E.g. Bioethics methodology, Obligation of the BTWC, Dual-use l
examples.
D. National Implementation of the BTWC: Lectures 19-20
E. Building an Effective Web of Prevention to Ensure Benign Development: Lecture No. 21
B
i
l
t
f th EMR
Basic elements of the EMR
• Main texts: Essential content of the lecture • Video links: Additional video content
• Further information: Additional contentFurther information: Additional content (official documents, literature and pictures) • Sample essay questions and References • Sample essay questions and References •
Implementation: Being tested in Italy, the Netherlands, Poland,
p
g y, , , Portugal, Spain, Sweden, the UK and Japan•
Language:
Available in English Russian Japanese being translated •Language: Available in English, Russian, Japanese, being translated
into Romanian, Urdu and further translation has been aimed into German, French, Chinese…A
li d D
l U
Bi
thi
/Bi
it
Applied Dual-Use Bioethics/Biosecurity:
Online Distance Learning Course
Objectives: to build capacity of participants to develop:
• 1. Knowledge & Understanding
– Review and appraise ethical/biosecurity themes and methods relevant to d l
dual-use
• 2. Discipline Skills
– Ideas and questions relevant to assessing ethics, Organise and
th i dil i ifi d l i ff ti h
synthesise dilemmas in specific dual-use issues affecting humans, animals and plants
– Integrate dual-use biosecurity issues and concerns into their training
3 P l T f bl Skill
• 3. Personal Transferable Skills
– Communicate effectively in an online environment with their colleagues and students using a range of media
Key Themes of the Course
Key Themes of the Course
A. The Threat of Biological
E hi e ea o o og ca Warfare (BW) and Biological Terrorism (BT) B International Prohibition Law Ethics B. International Prohibition Regime
C. The Dual-Use Dilemma
Science D. Responsibilities of Life Scientists E National Implementation of E. National Implementation of the BTWC
F. Building an Effective Web
Biosecurity Competence of Prevention to Ensure
Tools: Elluminate, NING and Blackboard
Tools: Elluminate, NING and Blackboard
• Elluminate
– Live platform for lecturesLive platform for lectures and seminars,
– Virtual classroom
enabling the interaction enabling the interaction amongst participants backed up by (PPTs, W b A di Webcam, Audio equipment), • Blackboard Archives of the course: lecture • NING Induction and
social networking course: lecture PPTs, videos, hand books social networking
platform outside of lectures
Course Structure and Assessment
Course Structure and Assessment
• Two types of courseso types o cou ses
– 20 Credit Module (UK Higher Education Master’s level credit): 12
Lectures in 12 weeks (1.5 hours weekly) + 12 Seminars-Scenarios based discussion (21 scenarios available) (1 5 hours weekly);
discussion (21 scenarios available) (1.5 hours weekly); – Certificate Module: 6 lectures in 6 weeks;
• Assessment: 20 Credit Module
• Assessment: 20 Credit Module
– An essay (3,500-4,000 words) 70%
– Essay: 75 questions are available,
A k (2 000 d t d t ti ) 30%
– A group work (2,000 words report and presentation) 30%
1. Illustrating possible dual-use dilemma based on seminar scenarios, 2. Explaining how participants can incorporate the online material
E g Essay Questions
E.g. Essay Questions
• …34. Assess the different definitions of Biosecurity?
35 Sh ld th t t b l ti i d “t ki th l di l • 35. Should the states be regulating science and “taking the leading role
in ensuring effective enforcement” of Biosecurity?
• 36. Discuss whether Biosecurity Education should be mandatory? Do y y you think scientists have a responsibility for the misapplication of their research results?
• 37 Do you think the oversight of science is possible or indeed useful? • 37. Do you think the oversight of science is possible or indeed useful?
Would national frameworks and “measures to oversee relevant people, materials, knowledge and information” be useful?
• 39. Discuss what kind of specific changes can be expected in your research under ethical consideration about dual-use issues?
• 40.40. Explain how can we share our work with colleagues or wider Explain how can we share our work with colleagues or wider
audience through publication locally and globally who may have different ethical values?...
Additional Questions for Action Plans
Additional Questions for Action Plans
• 1. How is dual-use biosecurity distinct from biosafety and laboratory biosecurity?
• 2. What is your organisation? What advice do you receive regarding biosecurity?
What is the wording of the advice?
• 3. Do you have a mechanism by which you could get help if you should
encounter an issue or an experiment of dual-use concern?
• 4. Does your professional association require that you have an understanding of
the international CBW prohibition regimes?
• 5. What is your professional association? Does your professional organisation
require that you have an understanding of dual-use issues? And what q y g
Conclusion and the Way Forward
Conclusion and the Way Forward
• Lack of literature/text books
←
EMR
• Lack of expertise
←
Train the Trainer Course
= biosecurity education is
doable
• Expansion of networking to share best practice of
educational programmes,
• Development of assessment criteria,
• Development of a model standard on essential elements in
biosecurity competence.
All information of the presentation is available from: http://www.brad.ac.uk/bioethics/
