Publications by authors named "Esther Daniel"
Educational programs are integral to building health research ethics (HRE) capacity, but no outcomes framework exists to guide them. We empirically developed a competency framework for health research ethics education-the Framework for Research Ethics Studies Competencies and Outcomes (FRESCO)-using mixed methods, including group concept mapping and a survey of international experts. FRESCO includes seven competency domains: (1) Foundational Knowledge; (2) Laws, Regulations, Guidelines, and Policies for Research Oversight; (3) Ethical-Issue Identification, Analysis, and Resolution; (4) Engagement, Communication, and Advocacy; (5) Lifelong Learning, Education, Research, and Scholarship; (6) Coordination, Stewardship, and Responsiveness in HRE Systems; and (7) Impartiality, Honesty, and Responsibility.
View Article and Find Full Text PDFThe need to understand the systems that support ethical health research has long been recognized, but there are limited descriptions of actual health research ethics (HRE) systems. Using participatory network mapping methods, we empirically defined Malaysia's HRE system. 13 Malaysian stakeholders identified 4 overarching and 25 specific HRE system functions and 35 actors internal and 3 external to the Malaysian HRE system responsible for those functions.
View Article and Find Full Text PDFArticle Synopsis
- - The bark of Bois Bande (Parinari campestris) is traditionally used in the Caribbean as an aphrodisiac for improving sexual health but lacks scientific validation.
- - Toxicity studies evaluated the hydroalcoholic extract of P. campestris using various doses, with the acute study revealing no toxicity up to 2000 mg/kg and no adverse effects at 1000 mg/kg/day in a 28-day subacute study.
- - The findings suggest that a daily dose of 1000 mg/kg of P. campestris extract is safe and non-toxic for males.
Background: Studies have shown the importance of metacognition in medical education. Metacognitive skills consist of two dimensions: knowledge of metacognition and regulation of metacognition.
Aim: This study hypothesizes that the knowledge and regulation of metacognition is significantly different at the beginning and end of the academic year, and a correlation exists between the two dimensions of metacognitive skills with academic performance.