Dual-Use Bioethics / Biosecurity Online Learning Train-the-Trainer Program

Transcription

1 Dual-Use Bioethics / Biosecurity Online Learning Train-the-Trainer Program Simon Whitby 31st Workshop of the Pugwash Study Group on the Implementation of the Chemical and Biological Weapons Conventions: Getting Ready for the Seventh BWC Review Conference in 2011, Geneva, Switzerland, Saturday-Sunday 4-5 December 2010.

2 New Security Threats: Dual-Use 9/11 Anthrax 2001 Homeland Security Securitisation of Public Health Experiments of Concern Mousepox, Spanish Flu, Synthetic Polio High-Level Review Fink, Lemon-Relman, NSABB Funders of Life Science Wellcome Trust, MRC, BBSRC Life Science Editors

3 Surveys of Biosecurity Awareness - Analysis of interactive seminars with hundreds of life scientists in more than 16 countries (UK, Finland, Germany, Netherlands, South Africa and the US, Argentina, Australia, India, Israel, Japan, Kenya, Sweden, Switzerland, Uganda, Ukraine) led us to conclude that : There is little evidence that participants: a. regarded bioterrorism or bioweapons as a substantial threat; b. considered that developments in life sciences research contributed to bio-threats; c. were aware of the current debates and concerns about dual-use research; or d. were familiar with the BTWC. - Lack of biosecurity awareness of those engaged in the life sciences requires explanation. One possible explanation is that life scientists are unaware of biosecurity issues because it does not feature in their university education.

4 University Education Surveys - Survey the extent of biosecurity education in life science degree courses in Europe. Using a sample of 142 courses from 57 universities in 29 countries speaking 25 different languages, we looked for evidence of biosecurity modules, bioethics modules and biosafety modules as well as for references to biosecurity, the BTWC, biological weapons and/or arms control, dual use and codes of conduct. The results were quite startling: - This research suggested that only 3 out of 57 Universities identified in the survey currently offered some form of specific biosecurity module and in all cases this was optional for students. - Similar results were found in surveys in Israel (in a comprehensive survey of courses in 6 research universities), and in the Asia-Pacific Region (, China, India, Indonesia, Malaysia, New Zealand, Philippines, South Korea, Singapore, Thailand and Taiwan).

5 Conference of the BTWC in education In 1986, the States Parties recognised the importance of the awareness and education of life scientists in regard to the Convention In relation to Article IV on National Implementation measures: The Conference notes the importance of: inclusion in text books and in medical, scientific and military educational programmes of information dealing with the prohibition of microbial or other biological agents or toxins and the provisions of the Geneva Protocol.

6 MSP 2008 A developing consensus about education of life scientists that developed at the 2008 Meeting of the States Parties which considered: (iv) Oversight, education, awareness raising and adoption and/or development of codes of conduct with the aim of preventing misuse in the context of advances in bioscience and bio-technology research with the potential of use for purposes prohibited by the Convention;

7 MSP 2008 States Parties agreed on the value of education and awareness programmes that would address the following: (i) the risks associated with the potential misuse of the biological sciences and biotechnology; (ii) the moral and ethical obligations incumbent on those using the biological sciences; (iii) guidance on the types of activities which could be contrary to the aims of the Convention and relevant national laws and regulations and international law; (iv) accessible teaching materials, train-the-trainer programmes, seminars, workshop, publications, and audio-visual materials; (v) Addressing leading scientists and those with responsibility for oversight of research or for evaluation of projects or publications at a senior level, as well as future generations of scientists, with the aim of building a culture of responsibility; (vi) Being integrated into existing efforts at the international, regional and national levels.

8 Biosecurity: What do we mean? We see laboratory biosecurity as part of biosecurity, but for us the term has a much wider meaning related to the concept of a web of preventative policies centred on the prohibition of the misuse of the life sciences embodied in the General Purpose Criterion of the BTWC.

9 In RCP 26 we argue there is a potential role for civil society in providing models of what might be done to close the gap in education and awareness raising the most effective way in a short time frame. para. 31 Effective Implementation of the BTWC: The Key Role of Awareness Raising and Education

10 1. Train-the-Trainer & 2. EMR

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16 Mode of Assessment 1. Assessment Type: Coursework 70% Percentage: Description: This will entail one essay between 3,500 and 4000 words. 2. Assessment Type: Group Work Percentage: 30% Description: This will entail one group work assignment of 2000 words.

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18 23 real-world dual-use ethical dilemmas expertlevel dual-use scenarios All of these issues are NOT being addressed in the discourse on bioethics or the discourse on biosafety

19 Seminar Scenario You are a nanotechnologist working in drug delivery industry. You are trying to design a new means of drug delivery capable of bypassing the blood brain barrier. 1. In a 2000 word report reflect upon the nature of your research from the perspective of bioethics and outline any ethical and moral issues that need be acknowledged. 2. Show how you would incorporate this into the teaching of others.

20 Train-the-Trainer

21 Online learning Real-time interactive

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23 Philippines Indonesia - Pakistan Online Groupwork Presentation

24 What do they get? Learning Outcomes 1. Knowledge & Understanding Review and appraise ethical theories and methods relevant to dual-use Recognise and discuss ways in which the application of ethics methodologies resolves or leaves unresolved ethical questions relating to dual-use issues 2. Discipline Skills Organise and synthesise ideas and questions relevant to assessing ethical dilemmas in specific dual-use issues affecting humans, animals and plants Integrate dual-use biosecurity issues and concerns into your training they have to meet the required standard to pass the course 3. Personal Transferable Skills Evaluate and integrate data from a variety of sources and express these ideas clearly both verbally and in writing

25 What do they get? A qualification - 20 (transferable) Master-level Credit from a UK HE institution Evidence of awareness and education on biosecurity Evidence that they can study at Masters Level

26 They also get : What else do they get? A. An individual action plan B. Membership of a supportive network that seeks to build sustainable capacity in dual-use biosecurity But should they also get? C. A certificate indicating that a level of biosecurity competency has been achieved (IFBA)? D. Inclusion on a Register of Biosecurity Competence?

27 A. An individual action plan - but how does it work? Like this! 1. What is your organisation? What advice do you get from your organisation regarding biosecurity? Do you have a mechanism by which you could get help if you should encounter an issue or an experiment of dual-use concern? = Action 2. Is there a mechanism in your organisation by which you could bring attention to regarding work by others that causes you such concern? = Action 3. What is your professional association? Does your professional association require that you have an understanding of dual-use issues? And what mechanisms does your organisation have in place to consider such issues? = Action

28 A. An individual action plan 4. Does your professional association require that you have an understanding of the international CBW prohibition regimes? = Action 5. Does your professional organisation provide you with regular updates on the development of the regime and associated national, legal and regulatory mechanisms? = Action 6. Does your professional association take part in national and international meetings on the development of the regime? And does your professional association give you the opportunity to contribute your expertise to its input to such discussions? = Action

29 B. Network Membership how this works A Bradford Applied Dual-Use Biosecurity Network. Membership of a supportive network of course participants that seeks to build sustainable capacity in dual-use biosecurity (current participants are engaging with the course material and African and South Asian participants are currently writing biosafety policy and codes of conduct for their countries).

30 C. Biosecurity Competency? We d like to do this but it s a WiP As in the area of biosafety, awareness raising and sustained engagement might be sought through the creation of international professional competency standards in biosecurity. Biosafety training in developing countries remains weak thus there is a large constituency requiring biosecurity training. As well as higher education and professional associations sustained engagement might be sought by getting industry to assimilate biosafety and biosecurity training into continuing professional development

31 D. Inclusion on a Register? of Biosecurity Competence? Sustained engagement might be strengthened through the creation of a Bioethics and Biosecurity Professional Competency Standards Register and Network to parallel developments in biosafety We d like to do this too but it s a Work in Progress

32 Seventh Review Conference BTWC MSP 2008, State Parties are encouraged to inform the Seventh Review Conference of, inter alia, any actions, measures or other steps they may have taken on the basis of the discussions... in order to facilitate...decisions on further action... Civil society has developed this. States have not done anything

33 Finally the 7 th Review Conference Para 46, RCP 26, one of the most effective steps that could be agreed by the Seventh Review Conference would be an agreement that each State Party in implementing Article IV of the Convention shall carry out an extensive education and outreach programme amongst all those engaged in the life sciences, whether in academia, industry or government. We would urge the adoption of a National Implementation Action Plan at the Seventh Review Conference that includes as an essential integral element the requirement to carry out such an education and awareness programme.

34 Finally the 7 th Review Conference Also from RCP 26: a simple declaration as at previous Review Conferences about the importance of education will be insufficient and States Parties will need to take concerted action to ensure increased educational provision and outreach.

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