Score presentation oew_mqb_mar2012_v1

Sustaining a culture of sharing in
health education in the UK
Dr Megan Quentin-Baxter FHEA FAcadMEd
Director, Higher Education Academy subject centre for
Medicine, Dentistry and Veterinary Medicine (MEDEV)
Director, MEDEV, School of Medical Sciences Education Development,
Newcastle University
SCORE Fellow, Open University

March 2012 cc:by©2012 Newcastle University, Megan Quentin-Baxter www.medev.ac.uk

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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

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


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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


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What do teachers really do?

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

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

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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


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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


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Good practice compliance table (managing risk)
Good practice compliancefrom
Explanation Risk of litigation
table (managing risk)
infringement of IPR/copyright
Action

or patient consent rights
3 Institutional policies are Low. Institution follows best practice
Periodically test resources against
clearly in place to enable and has effective take down policies to keep policies under
resources to be compared to strategies. Institution able to legally
review. Keep abreast of media
the toolkits. pursue those infringing the stories. Limited liability insurance
institution’s rights. required.
2 Compliance tested and Medium. Ownership of resources is Review those areas where
policies are adequate in most likely to be clear. Good practice is developed is required, possibly in
but not all aspects to allow followed in relation to patients. Take
relation to e.g. staff not employed by
the compliance of a resource down and other ‘complaint’ policies the institution e.g. emeritus or
to be accurately estimated. A are in place and being followed. visiting or NHS. It may be that a
small number of areas where partner organisation requires
policies need to be further improvement to their policies. Some
developed for complete liability insurance may be
clarity. necessary.
1 Compliance tested but too Medium. It is unlikely that the Collate suite of examples of best
few policies available or ownership and therefore licensing of practice and review against existing
insufficiently specified to resources is clear. Resources institutional policies. Follow due
allow the compliance of any theoretically owned by the institution process to amend and implement
particular resource to good could be being ripped off. those which are relevant to the
practice guidelines to be institution. Take out liability
accurately estimated. insurance.
0 Compliance with the toolkits High/Unknown. Risk may be Establish a task force to test some
unknown/untested. minimal if resource was developed resources against institutional
based on best practice principles. policies; then follow 1-3 below. Take
Compliance has been tested Institutional policy status out liability insurance.
and materials failed to pass. (ownership, consent) is unknown.
March 2012 cc:byby-nc-sa
October 2010 cc: ©2012 Newcastle University, Megan Quentin-Baxter 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)

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Consent as distinct from IPR
Susan Hallowell, Director,
Research Lab, Transportation
• “Consent Commons” Security Administration ©2009
– 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


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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.


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©2010 Elsevier, Student Consult
all rights reserved

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http://www.studentco

©2010 Elsevier, Student Consult,
all rights reserved

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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

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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


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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.


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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.


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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.


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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.


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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.


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