Location
University of Nebraska Medical Center
Event Date
3-31-2026
Abstract
Background: Educating scientists on Dual-Use Research of Concern (DURC) and Responsible Use of Life Science Research (RULSR) requires innovative approaches that overcome geographic and expertise barriers while maintaining engagement and educational rigor. This project utilized a novel IPE approach engaging scientists and researchers across multiple health professions disciplines within a One Health framework. We developed and implemented the world's first national-level DURC capacity-building program using a hybrid educational model. Methods: The program employed a two-phase hybrid design combining virtual and in-person modalities. Phase I delivered 13 virtual sessions over three months by international faculty from four countries, engaging 140 scientists from 38 Egyptian institutions. This flexible approach accommodated diverse geographic locations, institutional affiliations, and scheduling constraints while providing consistent access to global expertise. Phase I culminated in a 3-day workshop for 25 participants from 18 institutions. Educational methodologies included tabletop exercises, scenario-based learning, and collaborative policy development. Instructional design incorporated adult learning theories, Bloom's Taxonomy, and active learning strategies to ensure competency-based outcomes. Results: Participants completed multiple deliverables: Egypt's first institutional DURC policy framework (serving as a national template), five academic DURC programs, and functional oversight documents. The hybrid model enabled broad reach (140 participants) while allowing intensive skill development for institutional champions (25 participants), maximizing both coverage and depth. Conclusions: This hybrid approach effectively addressed capacity-building challenges across dispersed institutions while maintaining quality and producing tangible outcomes. The model demonstrates scalability for biosecurity and health security education initiatives globally, particularly in resource-variable settings requiring flexible delivery methods.
Included in
National DURC Capacity Building Program: A Novel IPE Model for Responsible Life Science Research Education
University of Nebraska Medical Center
Background: Educating scientists on Dual-Use Research of Concern (DURC) and Responsible Use of Life Science Research (RULSR) requires innovative approaches that overcome geographic and expertise barriers while maintaining engagement and educational rigor. This project utilized a novel IPE approach engaging scientists and researchers across multiple health professions disciplines within a One Health framework. We developed and implemented the world's first national-level DURC capacity-building program using a hybrid educational model. Methods: The program employed a two-phase hybrid design combining virtual and in-person modalities. Phase I delivered 13 virtual sessions over three months by international faculty from four countries, engaging 140 scientists from 38 Egyptian institutions. This flexible approach accommodated diverse geographic locations, institutional affiliations, and scheduling constraints while providing consistent access to global expertise. Phase I culminated in a 3-day workshop for 25 participants from 18 institutions. Educational methodologies included tabletop exercises, scenario-based learning, and collaborative policy development. Instructional design incorporated adult learning theories, Bloom's Taxonomy, and active learning strategies to ensure competency-based outcomes. Results: Participants completed multiple deliverables: Egypt's first institutional DURC policy framework (serving as a national template), five academic DURC programs, and functional oversight documents. The hybrid model enabled broad reach (140 participants) while allowing intensive skill development for institutional champions (25 participants), maximizing both coverage and depth. Conclusions: This hybrid approach effectively addressed capacity-building challenges across dispersed institutions while maintaining quality and producing tangible outcomes. The model demonstrates scalability for biosecurity and health security education initiatives globally, particularly in resource-variable settings requiring flexible delivery methods.