Score presentation oew_mqb_mar2012_v1

March 2012 cc:by©2012 Newcastle University, Megan Quentin-Baxter

Sustaining a culture of sharing in health education in the UK

Dr Megan Quentin-Baxter FHEA FAcadMEdDirector, Higher Education Academy subject centre for Medicine, Dentistry and Veterinary Medicine (MEDEV)Director, MEDEV, School of Medical Sciences Education Development, Newcastle UniversitySCORE Fellow, Open University

www.medev.ac.uk

March 2012 cc:by ©2012 Newcastle University, Megan Quentin-Baxter

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Overview

• Context of healthcare teaching in the UK– University teaching, academia– Learning in practice– More staff per student – equally there is more reason to share

• Issues– Systems and processes, awareness– Ownership/licensing IPR and copyright– Performance rights– Consent for use in teaching as distinct from treatment or

research– Risk management – risk ‘aware’ or risk ‘averse’?

• Embedded third party content in OER

www.medev.ac.uk


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Context of healthcare teaching in the UK

• ~20% of all HE students in the UK are health or social care students (HEA review of subject centres, 2009)

• Mixture of academic and practice based education• Low staff-student ratios

– 50% of UK nurse education takes place in practice– 1:1 or 1:2 teaching in UK dentistry (‘chairside’ education)

• Many staff teach the same things– Issues of quality assurance and parity – Delivering the planned (as opposed to the ‘hidden’) curriculum

• Clinical staff are expected to know how to teach as well as practice

www.medev.ac.uk


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Context of healthcare teaching in the UK

– Organising Open Educational Resources (OOER), OER phase 1, a collaboration of 16 medical, dental and veterinary schools in the UK raising awareness and practice of OER

– Accredited Clinical Teaching Open Resources (ACTOR), OER phase 2 OMAC project with 5 partners leading on programmes in clinical education, aimed at raising awareness of open practice among clinical teachers working in the NHS

– Pathways for Open Resource Sharing through Convergence in Healthcare Education (PORSCHE), OER phase 2, a collaboration with the London Deanery, and input from national and international colleagues, to increase collaboration and sharing between the NHS and academia, specifically the NHS eLearning Repository

– Investigating new business models for including published works in OER (PublishOER), OER phase 3, with two commercial partners Elsevier and Rightscom; JISC Collections and the Royal Veterinary College London. PublishOER aims to identify means by which third party published works can be routinely included in OER

– Other health related OER projects such as PHORUS and HalsOER

www.medev.ac.uk


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What do teachers really do?

©2010 Elsevier, Student Consult,www.studentconsult.com all rights reserved

http://www.studentconsult.com/


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OOER institutional policy recommendations

• That authors should ‘hallmark’ all their content with copyright statements and CC licences e.g. CC ‘by’ (attribution only)

• Detail performance rights as separate to copyright• Consent everything-even where ownership and

patient/non-patient rights appear clear, and store consent with resource

• Review institutional policies against good practice• UK HE enters a dialogue with publishers to increase the

potential for re-using upstream copyrights• Have sophisticated ‘take-down’ policies

www.medev.ac.uk


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Policies, disclaimers and risk

• In order to safeguard yourself against litigation for copyright, performance or data protection (consent) violation– Have a policy/disclaimer– Clearly publish your policy and keep it up to date– Train your staff in the use of the policy– Follow your policy (do what you say you will do)

• You may also want a disclaimer (use xxx at own risk)• Actively manage your risks• Take out or review liability insurance

www.medev.ac.uk


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www.medev.ac.uk

Good practice compliance table (managing risk)Good practice compliance table (managing risk)

Explanation Risk of litigation from infringement of IPR/copyright

or patient consent rights

Action

3 Institutional policies are clearly in place to enable resources to be compared to the toolkits.

Low. Institution follows best practice and has effective take down strategies. Institution able to legally pursue those infringing the institution’s rights.

Periodically test resources against policies to keep policies under review. Keep abreast of media stories. Limited liability insurance required.

2 Compliance tested and policies are adequate in most but not all aspects to allow the compliance of a resource to be accurately estimated. A small number of areas where policies need to be further developed for complete clarity.

Medium. Ownership of resources is likely to be clear. Good practice is followed in relation to patients. Take down and other ‘complaint’ policies are in place and being followed.

Review those areas where developed is required, possibly in relation to e.g. staff not employed by the institution e.g. emeritus or visiting or NHS. It may be that a partner organisation requires improvement to their policies. Some liability insurance may be necessary.

1 Compliance tested but too few policies available or insufficiently specified to allow the compliance of any particular resource to good practice guidelines to be accurately estimated.

Medium. It is unlikely that the ownership and therefore licensing of resources is clear. Resources theoretically owned by the institution could be being ripped off.

Collate suite of examples of best practice and review against existing institutional policies. Follow due process to amend and implement those which are relevant to the institution. Take out liability insurance.

0 Compliance with the toolkits unknown/untested.

Compliance has been tested and materials failed to pass.

High/Unknown. Risk may be minimal if resource was developed based on best practice principles. Institutional policy status (ownership, consent) is unknown.

Establish a task force to test some resources against institutional policies; then follow 1-3 below. Take out liability insurance.

October 2010 cc: by-nc-sa


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www.medev.ac.uk


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www.medev.ac.uk


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www.medev.ac.uk


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Consent as distinct from IPR

• Defined by the principles in the Data Protection Act 1998 and Human Rights Act 1998

• Recognises the need for more sophisticated management of consent for recordings of people (stills, videos, audios, etc.)– Teachers (academics, clinicians, practice/work based learning

tutors, etc.)– Students and ‘product placement’ (branded items) – Role players/actors/performers/hired help (including recording

crew)– Patients/patient families/care workers/support staff/members of

public in healthcare settings (sensitive personal data) – GMC guidelines for consent/patient audio visual recordings

(2011)

www.medev.ac.uk


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www.medev.ac.uk

• “Consent Commons”– A human subject version of Creative

Commons– Accepts a basic human right to refuse

their image/voice appearing and, where they have previously consented, their right to withdraw their consent

– Would work like Creative Commons in that you hallmark material with the consent status and when consent needs to be reviewed (if ever)

– Has levels of release (e.g. Closed; ‘medic restrict’; review [date]; fully open)

– Terms of the consent needs to be stored with/near the resource

Consent as distinct from IPRSusan Hallowell, Director,

Research Lab, Transportation Security Administration ©2009


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www.medev.ac.uk


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www.medev.ac.uk


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PublishOER

• Will develop new ways of augmenting the open educational resources (OER) ‘pool’ with high quality published content by investigating new business models for embedding published works in OER. – Survey stakeholders in the context of academic publishing– Test models of working through a case study in veterinary

medicine; – Explore the potential for mutually beneficial national licence

agreements. • It will investigate alternative, flexible ways of raising income while

augmenting existing resources with weblogs, reviews, comments and ratings from users, and ways of incorporating published works into OER, ensuring staff and students are operating within best practice, accrediting, attributing and paying (when necessary) for using commercially published material in sharable resources.

www.medev.ac.uk


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www.medev.ac.uk

©2010 Elsevier, Student Consult all rights reservedwww.studentconsult.com



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www.medev.ac.uk

http://www.studentconsult.com/spleen/animations/viewswf.cfm?refresh=200&swfname=Flash2502&screenWidth=1280&screenHeight=800 ©2010 Elsevier, Student Consult,

www.studentconsult.com all rights reserved

http://www.studentconsult.com/spleen/animations/viewswf.cfm?refresh=200&swfname=Flash2502&screenWidth=1280&screenHeight=800











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www.medev.ac.uk


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The future

• FRRIICT case study: Assuring effective personal choice in a world of open data - identifying ethically collected recordings of people

• JISC: Rapid Innovation Dynamic Learning Maps-Learning Registry (RIDLR) – Dynamic curriculum and personal learning maps enhanced with

semantic matching techniques, drawing together terminology from both formal metadata and common language (aka ‘folksonomy’) and integrating with Learning Registry data to encourage personalised learning and teaching experiences.

• JISC: SupOERGlue – Apply innovative approaches to address the challenges of OER

creation with dynamic harvesting of OER for specific topics displayed within the context of DLMs

www.medev.ac.uk


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University copyright working group

• Lecture recording (Panopto) being installed to replace Echo360 – over 5000 events recorded with over 4000 viewings per week (peaking at 16,000 prior to exams)

• Overhauling all policies and processes relating to copyright, data protection, staff employment

• Expert advice combined with key staff from across the University (learning from elsewhere)

• Staff and student development (handouts, posters, workshops, use of the Risk-kit as part of the PG Cert Academic Practice and PG Cert Clinical Education)

• Building-in long term potential to contribute to and benefit from OER

www.medev.ac.uk


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Attribution and disclaimer

• This file is made available under a Creative Commons attribution share alike licence.

• To attribute author/s please include the phrase “©2012, Newcastle University, Megan Quentin-Baxter, March 2012, http://www.medev.ac.uk/ourwork/oer/”

• Users are free to link to, reuse and remix this material under the terms of the licence.

• Anyone with any concerns about the way in which any material appearing here has been linked to, used or remixed from elsewhere, please contact the author who will make reasonable endeavour to take down the original files within 10 working days.

www.medev.ac.uk

http://creativecommons.org/licenses/by-sa/3.0/

http://www.medev.ac.uk/ourwork/oer/


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Abstract (1)

• Teaching in health and social care makes up about 20% of all higher education in the UK, with a considerable amount of education taking place in practice where the ratio of students to staff is low (a high number of practitioners are also educators). There is excellent collaboration among health and social care teachers, and strong motivation for sharing. However discovery of resources and understanding of the terms under which resources can be re-used remains challenging, with staff on academic or NHS contracts generally unclear about ownership and licensing. Also resources containing recordings of or reference to patients (their families, other healthcare workers, etc.) are considered 'sensitive' and require well-planned consent. Finally health and social care resources often have embedded third party materials, such as images, quotations, etc., and risk-averse institutions are concerned about potential breaches of third party copyright.

www.medev.ac.uk


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Abstract (2)

• The HEA MEDEV subject centre has worked with over 50% of medical, dental and veterinary schools in the UK to raise awareness of tools and information to support staff interested in sharing. The results include FAQs, links to useful tools, sample documents including draft policies, video'ed presentations and reflections on practice, NHS and HE repository cross-searching, and discussions with publishers for agreements to embed third party published materials in OER.

• There are many policy and technological issues left to solve, but significant progress has been made on raising confidence when teachers are considering using others' materials and sharing their own.

www.medev.ac.uk


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References• British Clinical Recordings Task Force. (2012). Making and using clinical and healthcare recordings for learning and

teaching http://www.jiscdigitalmedia.ac.uk/clinical-recordings/. • Creative Commons. (2012). Website licenses page http://creativecommons.org/licenses/.• Newcastle University. (2012). Dynamic Learning Maps https://learning-maps.ncl.ac.uk/.• Elsevier. (2012). Home page http://www.elsevier.com/ and Student Consult http://www.studentconsult.com/ • General Medical Council (GMC). (2011). Making and using visual and audio recordings of patients - guidance for

doctors. General Medical Council: London http://www.gmc-uk.org/guidance/ethical_guidance/making_audiovisual.asp • Hardy, S., Williams, J., Quentin-Baxter, M. (2010). Proposing a ‘Consent Commons’ in open education – balancing the

desire for openness with the rights of people to refuse or withdraw from participation. Open Ed 2010 (November) http://openedconference.org/2010/.

• Hargreaves, I. (2011). Digital opportunity, a review of intellectual property and growth. Intellectual Property Office http://www.ipo.gov.uk/ipreview.htm.

• International Association of Scientific, Technical & Medical Publishers (STM). (2012). STM permissions guidelines http://www.stm-assoc.org/permissions-guidelines/.

• JISC. (2011). OER synthesis and evaluation project. Joint Information Systems Committee: London https://oersynth.pbworks.com/w/page/29595671/OER-Synthesis-and-Evaluation-Project

• JISC Collections. (2010a). “CASPER Project”. Joint Information Systems Committee: London http://jisc-casper.org. • Joint Information Systems Committee (JISC) 2012. Open educational resources programme http://www.jisc.ac.uk/oer.• Jorum. (2012). Website home page http://www.jorum.ac.uk/. • MEDEV. (2012). Website our work page http://www.medev.ac.uk/ourwork/oer/oer_intro/.• OCW Consortium. (2012). Website home page http://www.ocwconsortium.org/. • University of Nottingham. (2012). Xpert attribution tool http://www.nottingham.ac.uk/xpert/advancedsearch.php.• Wikipedia. (2012). Website OER page http://en.wikipedia.org/wiki/Open_educational_resources.• Wikipedia. (2012). Website backscatter X-ray http://en.wikipedia.org/wiki/Backscatter_X-ray.

All URLs accessed March 2012.

www.medev.ac.uk

http://www.jiscdigitalmedia.ac.uk/clinical-recordings/

http://www.jiscdigitalmedia.ac.uk/clinical-recordings/

http://creativecommons.org/licenses/

http://creativecommons.org/licenses/

https://learning-maps.ncl.ac.uk/

https://learning-maps.ncl.ac.uk/

http://www.elsevier.com/

http://www.elsevier.com/



http://www.gmc-uk.org/guidance/ethical_guidance/making_audiovisual.asp

http://openedconference.org/2010/

http://openedconference.org/2010/

http://www.ipo.gov.uk/ipreview.htm

http://www.ipo.gov.uk/ipreview.htm

http://www.stm-assoc.org/permissions-guidelines/

http://www.stm-assoc.org/permissions-guidelines/

https://oersynth.pbworks.com/w/page/29595671/OER-Synthesis-and-Evaluation-Project

http://jisc-casper.org/

http://jisc-casper.org/

http://www.jisc.ac.uk/oer

http://www.jisc.ac.uk/oer

http://www.jorum.ac.uk/


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Presenter profile

• Megan is Director of the Higher Education Academy MEDEV subject centre until the end of March 2012 as part of the transition arrangements with the HEA. She is an active member of staff at Newcastle University, serving on Student Progress Committee, University ReCap Copyright Working Group and Faculty Regs and Approvals. She is involved in teaching and assessing particularly the MBBS programme.

• Megan has led or co-led 4 major OER projects in the UK: – Organising Open Educational Resources (OOER), OER phase 1, a collaboration of 16 medical, dental and veterinary schools in the

UK raising awareness and practice of OER– Pathways for Open Resource Sharing through Convergence in Healthcare Education (PORSCHE), OER phase 2, a collaboration with

the London Deanery, and input from national and international colleagues, to increase collaboration and sharing between the NHS and academia, specifically the NHS eLearning Repository

– Accredited Clinical Teaching Open Resources (ACTOR), OER phase 2 OMAC project with 5 partners leading on programmes in clinical education, aimed at raising awareness of open practice among clinical teachers working in the NHS

– Investigating new business models for including published works in OER (PublishOER), OER phase 3 with two commercial partners Elsevier and Rightscom; JISC Collections and the Royal Veterinary College London. PublishOER aims to identify means by which third party published works can be routinely included in OER

• She is a SCORE fellow, a Fellow of the HEA and the AoME, and works with both organisations on reward and recognition of teaching.

• Megan has recently been elected onto ASMEs Educational Research Group (effective 1 April 2012), and is involved in organising national and international conferences and events, such as the 2nd International Conference on Faculty Development in Health Professions 2013, in collaboration with AMEE 2013.

www.medev.ac.uk