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Title: Consent and Community Engagement in diverse research contexts: Reviewing and developing research and practice
Authors: Susan Bull
Phaik Yeong Cheah
Khin Maung Lwin
Vicki Marsh
Sassy Molyneux
Michael Parker
Sally Theobald
Sunita Bandewar
Gabriela Calazans
Tamara Chipasula
Kheng Chheng
Alun Davies
Michael Dunn
M. A. Faiz
John Imrie
Dorcas Kamuya
Angeliki Kerasidou
James V. Lavery
Graham Lindegger
Eleanor MacPherson
Charles T. Muga
Stephen Nakibinge
Paul Ndebele
John Sadalaki
Janet Seeley
Mark Sheehan
Rhian Twine
Jantina De Vries
University of Oxford
Mahidol University
Shoklo Malaria Research Unit
KEMRI-Wellcome Trust Collaborative Research Programme
Nuffield Department of Clinical Medicine
Liverpool School of Tropical Medicine
University of Toronto
Universidade de Sao Paulo - USP
Malawi-Liverpool-Wellcome Trust (MW)
Angkor Hospital for Children (AHC)
Dev Care Foundation
University of KwaZulu-Natal
Kenya Medical Research Institute
AIDS Healthcare Foundation
Medical Research Council of Zimbabwe
The Colleges of Medicine of South Africa
MRC/UVRI Uganda Research Unit on AIDS
University of East Anglia
University of Witwatersrand
University of Cape Town
Keywords: Psychology;Social Sciences
Issue Date: 1-Oct-2013
Citation: Journal of Empirical Research on Human Research Ethics. Vol.8, No.4 (2013), 1-18
Abstract: Consent and community engagement (CE) in health research are two aspects of a single concern-that research is carried out in a respectful manner where social value is maximized. There are important overlaps and interdependencies between consent and CE; for example, CE can provide insights into how best to tailor consent to context and can be an important component of consent processes. Engaging communities can also have intrinsic and instrumental value beyond consent; for example, as a means of showing respect and identifying appropriate ways of working respectfully. In this paper we critically examine how CE and consent processes are characterized, conducted, and evaluated in diverse health research contexts, and propose a preliminary research agenda to support future learning in these critical areas.
ISSN: 15562654
Appears in Collections:Scopus 2011-2015

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