Final report from the Pathways to           Open Resources through          Convergence in Healthcare         Education (P...
Outcomes29 November 2011   PORSCHE final report: NHS-HE Forum   2
Existing culture29 November 2011   PORSCHE final report: NHS-HE Forum   3
Challenges29 November 2011   PORSCHE final report: NHS-HE Forum                4
www.jorum.ac.uk                                                   www.elearningrepository.nhs.uk/  29 November 2011   PORS...
IdeasIdeas29 November 2011   PORSCHE final report: NHS-HE Forum   6
Next29 November 2011   PORSCHE final report: NHS-HE Forum   7
PublishOER29 November 2011   PORSCHE final report: NHS-HE Forum   8
29 November 2011   PORSCHE final report: NHS-HE Forum   9
Consent Commons ameliorates uncertaintyabout the status of educational resourcesdepicting people, and protects institution...
• Still places to join us at theMaking and Using Clinical Healthcare Recordingsfor Learning and Teaching – receptionDate: ...
suzanne@medev.ac.uk                              twitter.com/hea_medev                              twitter.com/glittrgirl...
Attribution and disclaimer• This ppt file is made available under a Creative Commons  Attribution Share Alike version 3.0 ...
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Nhs he forum_november_2011_sh

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  • Great to hear there is progress on the NHS-HE connectivity project and on N3 gateway. This should help some of the recommendations and outcomes from this project too.
  • Detailed analysis of existing NHS policies around copyright and IPR.Just like in HE we found huge variation.Massive variation in local NHS implementations of whitelisted URLsDifficult to find the right information for your context.Lack of clarity about the right person to contact.Breaking down the rest of my talk today into existing culture, challenges and ideas including recommendations.
  • NHS.netvs JANET means that what students have access to from academic settings differs greatly from NHS/clinical settings.This has taught us some very valuable lessons in accessibility.Not one NHS – many NHSs – SHAs, PCTS, etc all have their own local implementations and guidance.Plus there is a National Learning Management System – open only to those on NHS payrollAnd local LMSs – which can cater for non NHS payroll staff – such as Doctors in training, student nurses and medics etcGives a discrepancy for prequalified staff who can’t access training materials mandated – as these reside in the NLMS to which they have no access.Potentially presents a problem with the DDA and SENDA legislation for HEIs as lack of equity of access to resourcesThe NHS eLearning Repository was a solution to house content which could be then accessed from either system, or indeed from outside NHS.net. Seen by SHAs as a useful repository.Wanted to help NeLR find a home for the content in the repository but needed to go through same quality audit process as we had done with OOER partners in HE.Not a great deal of existing sharing in NHS. Though some sharing in ‘tribes’ or specialties.Little knowledge of open licensing and copyright/IPR.Feeling that HEIs much further forward then NHS.However, eLfH had done significant work in this area for its content – all created for this system, but all locked down.Culture of necessity to make money by selling content – currently being exacerbated by cuts to NHS budgets.Disparate policies and procedures, no central edict on ownership and licensing. Staff delivery of curriculum complicated by honorary contracts in both directions: NHS employed staff contracted to deliver HE, HE employed staff contracted to deliver NHS training.Sharing naturally happens in ‘tribes’ or specialties. Not formally recognised as ‘open practice’ but good practice does exist. Down to curiosity of how peers tackle things? Keeping an eye on the competition? Altruism in sharing for the good of patients and carers. The NHS in England is now using Open Athens MD. As this can support federated access then there should be potential for federated NHS access to Jorum if this hasn't been explored already. NHS Evidence is also supporting a task and finish group to see whether University students and staff could get federated access to NHS core library content i.e. using their University credentials. If this can define the suitable attributes to identify the appropriate staff and students then this might assist federated access to the NHS eLearning Repository from students and health related academics. This has not taken place within the life of the PORSCHE project.The N3 JANET Gateway Phase II projects are investigating whether NHS smartcard credentials could be made available as an identity provider for federated access. A "sandpit" proof of concept exercise on this has yet to conducted, thus this remains a long-term aim. Developments will be monitored through continued involvement with the NHS-HE Forum, and will be reported via the MEDEV website.The NeLR is currently running the Athens Agent. This software predates OpenAthens SP and therefore cannot directly enable federated access management technology at this time.BUTThere was a desire to share more openlyTo find out if the current use of CC was rightTo scan content and check against risk factorsTo encourage better practice and knowledge of consent, copyright, ownership and licensing.
  • So our challenges were to investigate open practice in the NHS and across NHS/HEI boundariesWe did find quite a bit – there were some great resources which we were keen to share – but lack of understanding about ownership and licensing meant that our open collection was small.We then focussed on the kind of staff development workshops that Ana and Helen have described – raising awareness of copyright, ownership, licensing and consent using a cascade model via SHA eLearning leads, and a proactive dissemination programme.All presentations were made available on Slideshare and CC licensed – we are told uptake and reuse of these has been good in SHAs and that the slides have been repurposed in staff development sessions.Contractual barriers are a major challenge – if a resource is created by NHS employee, who is contracted to deliver it via an honorary contract in HE setting – who owns the materials?Digital literacy means different things to different people.Getting the majority of staff to admit they need help with upskilling themselves is potentially majorly disruptive and costly.Fear of what will be found if the stone is left unturned.People are embarrassed to admit they don’t know how to use the machine on their desk – they feel they are supposed to know.Little staff development focus on ‘digital fluency’.Lack of connection between research practice and learning and teaching practice. And Litle incentive to connect them.Perception that it’ll take time to upskiill – time people don’t have.Is this an excuse for fear of engagement?There is different terminology in the NHS and HE – and any jargon is off putting. As we have said most of the barriers are management based rather than technical problems. Disconnect between patient data governance and good practice with copyright – NO Dilbert cartoons!Disconnect between social uses of social software and using social software for legitimate purposes – more guidance and good practice rather than locking everything down?Inappropriate application of open licences – so much content not able to be put into the open collection.
  • 3 scenariosFull live cross search – fits in with ACErep project in LeedsMetadata exchange, search from entry website, only have to negotiate N3 gateway if need to download materials.Content package exchange – have everything in Jorum accessible from eLearning Repository and vice versa. No need to negotiate gateway.Proven difficult as Jorum gone through change in management structure, large cut in budget, new staffing, and uncertainty about future direction.Also difficulties in implementation of solutions in NeLR due to software versioning, cuts and uncertainty about future direction.
  • Change needed from top down and from grass roots.Lots more workshops on copyright.Lots more places to share good practice, informally and formally.Lots more pointers to finding openly licensed content.Use students and the curriculum to drive change – we focus on professionalism part of the curriculum in medicine, dentistry and veterinary medicine, which is examined and important.Wherever we can we should be actively encouraging advocacy and drivers for change.We need to make doing this stuff as easy as possible – so that not doing it becomes a chore.Draw on analogies from other parts of professional life, like citation and attribution in research.Avoid jargon or trendy terminology. Stop talking about OER and open practice, and concentrate on good practice, Feels less of a paradigm shift for the majority and something they can more easily strive for and work towards.Encourage informal sharing: medical librarians use teachmeets and 23 web 2.0 things to upskill and share in bite sized chunks. Less intimidating. Learning with others, sharing small things works.Use fun social informal locally organised forums to instigate change.It’s easier to admit you don’t know something with friends and colleagues in the same position. Also people really like talking about their teaching!Involve students all the way.
  • publishOER to deal with one of biggest barriers – using the most appropriate content without fear of riskElsevierJISC CollectionsRightscomNewcastle UniversityRVCOne of four in this strand dealing with using published content
  • Iridium is about managing research dataComing up with a set of recommendations, policies and guidelines on goodpractice in managing research dataAs we move to ever more desire for openness both from the public (accountability transparency) and govt – today’s piece in the Guardian about further moves towards open data, FOI, and the funding councils and publishers moving towards greater access to raw data.
  • SH We would like to propose a consent commons to work alongside or with creative commons as a way of demonstrating due diligence in dealing with issues of consent and using patient data sensitively in learning and teaching with specific reference to being able to share.
  • Run from SCALed from University of BristolInvolvement includes: IMI, GMC, MEDEV, clinicians and learning technology staff, students, Wellcome Images and JISC Digital CollectionsWorking on this guidance for over a year and it has been widely consulted on.
  • On the website you can find fullreports, a beginners guide to OER, and the Risk-Kit. You can find information about OER2, PORSCHE and ACTOR projects, and find an increasing number of case studies. You’ll also find some information about PublishOER and Consent Commons there.
  • Nhs he forum_november_2011_sh

    1. 1. Final report from the Pathways to Open Resources through Convergence in Healthcare Education (PORSCHE) project Suzanne Hardy School of Medical Sciences Education Development, Newcastle University29 November 2011 PORSCHE final report: NHS-HE Forum 1
    2. 2. Outcomes29 November 2011 PORSCHE final report: NHS-HE Forum 2
    3. 3. Existing culture29 November 2011 PORSCHE final report: NHS-HE Forum 3
    4. 4. Challenges29 November 2011 PORSCHE final report: NHS-HE Forum 4
    5. 5. www.jorum.ac.uk www.elearningrepository.nhs.uk/ 29 November 2011 PORSCHE final report: NHS-HE Forum 5
    6. 6. IdeasIdeas29 November 2011 PORSCHE final report: NHS-HE Forum 6
    7. 7. Next29 November 2011 PORSCHE final report: NHS-HE Forum 7
    8. 8. PublishOER29 November 2011 PORSCHE final report: NHS-HE Forum 8
    9. 9. 29 November 2011 PORSCHE final report: NHS-HE Forum 9
    10. 10. Consent Commons ameliorates uncertaintyabout the status of educational resourcesdepicting people, and protects institutions fromlegal risk by developing robust andsophisticated policies and promoting bestpractice in managing information.consentcommons 29 November 2011 PORSCHE final report: NHS-HE Forum 10
    11. 11. • Still places to join us at theMaking and Using Clinical Healthcare Recordingsfor Learning and Teaching – receptionDate: Monday 5th December 2011 FREE Reception Who should attend reception • Sir Donald Irvine isVenue: Wellcome Trust Headquarters, London, NW1 2BE  Medical and healthcare students, teachers orA free reception is being held to mark the launch of good practice practitionersguidance on making and using clinical healthcare recordings for learning  NHS trust managers andand teaching. launching the guidelines members of medical illustration departmentsThe materials have been created by a collaboration of cross-sector  University learning andorganisations and individuals (including the GMC, Wellcome Trust, teaching staff involved in the • No charge and refreshmentsInstitute for Medical Illustrators, University of Bristol and University of use of healthcare recordingsNewcastle). The guidance is aimed primarily at students, teachers ordoctors who wish to use a patient recording for learning and teaching. Itwill also be of interest and use to other clinical and healthcare workers as Timetablewell as to university staff where patient recordings are being madeavailable for learning and teaching.Sir Donald Irvine will be providing a keynote address on the importance of 17.30 – Refreshments 18.00 – Welcome will be served • Booking is required (forpatient centred medical education. There will also be a chance to look at 18.10 – Address by Sir Donaldthe materials in more detail and time for some informal networking during 18.45 – Receptionthe reception. 19.30 - CloseBiography of Sir Donald Irvine CBE MD FRCGP FRCP FMedSciSir Donald, a retired family doctor, was the President of the GeneralMedical Council from 1995 to 2001. He was responsible for the initial To Book catering and fire https://my.heacademy.ac.uk/mul requirements)development of Good Medical Practice, the code of professional practice tievents/displayEvent.asp?Type=that is basis for medical practice and medical education in the UK and Full&Code=med0064several Commonwealth countries today. • 5 December 1730 – 1930He is currently board chairman of the healthcare charity Picker InstituteEurope, and a trustee of Picker Institute Inc in the US. Picker promotes enquiries@medev.ac.ukpatient-centred healthcare through the assessment of patient experience,research, and education. He is also Honorary Professor, School of Health • Wellcome Trust, Eustonin the University of Durham, a Vice President of the Patients’ Association,and President of Age UK Northumbria.In his practising years Sir Donald was an active teacher and writer onmedical education, especially in general practice. One of the founders ofvocational training for general practice, he has long linked medicaleducation with unfolding ideas about professionalism in medicine. RoadCome and try out the guidance - and share your experiences with colleagues www.jiscdigitalmedia.ac.uk/clinical-recordings/ 29 November 2011 PORSCHE final report: NHS-HE Forum 11
    12. 12. suzanne@medev.ac.uk twitter.com/hea_medev twitter.com/glittrgirl skype: glitt3rgirl www.medev.ac.uk/ourwork/oer/29 November 2011 PORSCHE final report: NHS-HE Forum 12
    13. 13. Attribution and disclaimer• This ppt file is made available under a Creative Commons Attribution Share Alike version 3.0 unported licence.• Please include the following phrase ‘Suzanne Hardy NHS-HE Forum, November 2011, ‘• Users are free to link to, reuse and remix this material under the terms of the licence which stipulates that any derivatives must bear the same terms. Anyone with any concerns about the way in which any material appearing here has been linked to, used or remixed from elsewhere, please contact suzanne@medev.ac.uk who will make reasonable endeavour to take down the original files within 10 working days.29 November 2011 PORSCHE final report: NHS-HE Forum

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