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Promoting Open Approaches with the UK Professional, Statutory and Regulatory Bodies (PSRB) ASME – Case Study This Case Study deals with detailed scenarios which illustrate the potential for uptake of open academic practice and be actively disseminated to similar organisations, such as the statutory and regulatory bodies in health, charities, subject and other organisations. Association for the Study of Medical Education November 2012

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Table of Contents The Project ................................................................................................................................................. 3

Brief History of ASME ................................................................................................................................ 5

Previous experience involving Open Educational Resources .................................................................... 6

Contact Details .......................................................................................................................................... 6

Organisational policies .............................................................................................................................. 7

Frequently asked questions ....................................................................................................................... 7

Links to other websites .............................................................................................................................. 7

Private area of website .............................................................................................................................. 7

Consultation documents ........................................................................................................................... 8

Staffing contracts ....................................................................................................................................... 8

Agreements issued by ASME ..................................................................................................................... 8

Publications ............................................................................................................................................... 9

Journals ...................................................................................................................................................... 9

The newsletter ........................................................................................................................................... 9

ASME Annual Reports .............................................................................................................................. 10

The ASME Constitution ............................................................................................................................ 10

ASME’s dissemination events produced abstract books, ........................................................................ 10

Events ...................................................................................................................................................... 11

Educational Resources ............................................................................................................................. 12

Special Interest Groups (SIGs) ................................................................................................................. 12

Junior Association for the Study of Medical Education (JASME) ............................................................. 12

Prizes and Awards .................................................................................................................................... 14

Rewards and Recognition ........................................................................................................................ 15

ASME approval processes ........................................................................................................................ 15

Other recommendations not covered above .......................................................................................... 16

Conclusion ............................................................................................................................................... 16

Annex: ASME contract for services .......................................................................................................... 17

Annex: ASME Copyright Assignment Form for Understanding Medical Education ................................ 18

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The Project

The last five years have seen a significant increase in interest towards ‘open’ approaches in information sharing, with widespread implications for public or charitable organisations and associations. This project was undertaken as part of a HEA/JISC grant funded proposal to support awareness-raising and promulgation of ‘open’ approaches in teaching, learning, research and publishing among the professional, statutory and regulatory bodies (PSRB) and subject associations (SA).

Five organisations1 worked in partnership to investigate and document the potential for adopting

open academic practice through studying current practice at the partner sites, and disseminating the findings through the publication of case studies. These case studies take the form of a ‘journey’ the organisation has travelled in terms of understanding their current policies and procedures and how they might change in order to support a more ‘open’ approach.

Objectives

The main objectives of the project were to:

share understanding of open approaches in PSRB/SA and charitable organisations primarily in medicine (and health);

collate a portfolio of scenarios of where open approaches can be considered for adoption by the PSRB/SA, including developing guides/case studies highlighting partner experiences and potential remedies that may be beneficial to other PSRB/SA;

review PSRB/SA policies to promote adoption and use of open practice, where appropriate;

foster an environment of openness and disseminate to non-partners;

increase the authority with which partners may contribute to national debate and policy development relating to open content and access.

Anticipated outputs and outcomes

The anticipated main outputs and outcomes of the project were to:

establish base lines, stakeholder analysis and document current practice in each partner PSRB/SA;

develop a portfolio of case studies describing tailored scenarios for each PSRB/SA where open practice could be applied to the current and future practice;

support the re-drafting of PSRB/SA policies to promote adoption and use of open practice;

disseminate widely to non-partners through blogs and websites, and proactive communication with other PSRB/SAs in the UK;

increase engagement of partners in national debate and policy development relating to open content and access.

Definition of ‘open’

The definition of ‘open’ used by the project is based on:

1 Academy of Medical Educators, Medical Schools Council, Newcastle University, Wellcome Trust and

General Medical Council

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"digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research"

2

To this definition we would add ‘… offered and openly licensed for ….’.

The project also recognised the principles adopted at the UNESCO Paris 2012 Declaration during the World Open Educational Resource Congress (http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/English_Paris_OER_Declaration.pdf).

Case study recommendations

Recommendations within this case study were suggested for two reasons:

To support ASME with their own activities and seek to enhance their ability to develop open approaches towards materials, resources etc.

To help any organisation that may read this case study. The case study structure and recommendations have been developed to try to help other organisations that may wish to implement open approaches into the activities.

When reading this case study and its recommendations it is important to remember that to make a material/resource openly available there was need for a robust and effective ‘audit trail’. This ‘audit trail’ would demand that you have the ability and authority to make a material/resource openly available and had considered any agreements you reached or accepted with third parties. You would also need to follow the policies of your own organisation as well as others such as external funders. This collated information determines the type of licence that could be applied to the material/resource.

This case study does not give specific recommendations for which open license could be used in specific circumstances, although may on occasions suggest particular Creative Commons (http://creativecommons.org/) licences. There were fundamental questions about ‘to what degree of open approaches should be implemented’ within each organisation. One such example, common to a number of organisations, was whether all, some or none of their resources should be available for commercial use. This raised questions around what is meant by the term ’commercial usage’.

Acknowledgement of the funder

The Higher Education Academy and JISC have funded this case study through their “promoting open approaches in professional, statutory, regulatory bodies and subject associations” funding call.

Case study disclaimer

This case study has been developed with the support of the Association for the Study of Medical Education (ASME) and its staff. The contents contained within this document have been written for the purpose of widening understanding of the issues surrounding copyright, other types of intellectual property rights, consent and permissions within the context of "open". It should not be construed as legal advice. We hope this case study helps support organisations, such as other regulatory bodies, which may be considering their own organisational policies and practices. Information provided in this case study is not criticism, implied or otherwise, of the ASME, staff members or third parties involved in either producing materials or using materials.

All content, including links to pages and documents, stated in this document are correct only at the time of publication of this case study.

The participants in the project do not endorse any third party content and accept no liability for any actions undertaken as a result of reading the contents of this document.

2 Hylén, Jan (2007). Giving Knowledge for Free: The Emergence of Open Educational Resources. Paris,

France: OECD Publishing. p. 30 from http://www.medev.ac.uk/ourwork/oer/oer_intro/

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Brief History of ASME

Established in 1957, Association for the Study of Medical Education (ASME) is a membership organisation that receives funding from its members and from the income generated from their publications.

ASME is unique in that it draws its members from all areas of medical education - undergraduate, postgraduate and continuing - and from all specialties. It functions as a forum for debate and exchange of information, and is building on its contacts in medicine and teaching in the UK and among other networks, to promote knowledge and expertise in medical education.

ASME’s individual membership reflects a broad range of interests in undergraduate teaching, postgraduate training and continuing professional development. Institutional members of ASME provide an excellent network of organisations with interests and responsibilities in medical education.

ASME is registered as a Charity in England and Wales Number 251087 and in Scotland Number SC009747.

ASME Goals

Promote high quality research into medical education

Provide opportunities for developing medical educators

Disseminate good evidence based educational practice

Inform and advise Governmental and other organisations on medical education matters

Develop relationships with other organisations and groupings in healthcare education.

ASME Values

Education and learning are central to the delivery of high quality healthcare

Education must be an important component in the strategies of Governmental and other healthcare organisations

Good healthcare educators are central in planning, delivering and evaluating high quality healthcare

Individual members of ASME should be supported and developed

High quality research is necessary for the development of healthcare education

Vision, innovation and leadership in healthcare education are to be fostered

ASME Structure

Taken from the 2011-2012 Annual Report:

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Previous experience involving Open Educational Resources

As an organisation ASME had almost no prior experience of open approaches, including open educational resources before the start of this project. As a fee-paying membership based organisation there had been a strong need within ASME to ensure its members were receiving value for their yearly subscription. Without sufficient paying members ASME would cease to exist. In addition to subscriptions paid by members, non-members can also benefits from ASME activities however it is important to note that these activities and events usually incur a charge.

During the development of this case study and discussions with ASME, employees confirmed they had almost no experience or knowledge of open approaches. It has also been unclear whether the aims and vision of ASME are currently encourage open approaches.

Contact Details

Association for the Study of Medical Education

12 Queen Street

EDINBURGH

EH2 1JE

Email: info@asme.org.uk

Tel: 0131 225 9111

Fax: 0131 225 9444

Web: http://www.asme.org.uk

Twitter: http://www.twitter.com/asmeofficial

Facebook: http://www.facebook.com/asmeofficial

Primary contact: Miss Nicky Pender, Chief Executive Officer, nicky@asme.org.uk

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Organisational policies

ASME did not have a specific organisational policy covering copyright, intellectual property rights or how resources produced by, or in conjunction with, ASME could be used by third parties. There was, however, a statement relating exclusively to items contained on their website (see below). There was often limited consideration of the issues of copyright and potential third party usage in a number of areas of ASME’s activities.

As a membership organisation that receives individual, yearly subscriptions there has been limited discussion with ASME about making resources openly available. The immediate question was ‘if we receive subscriptions for information, what is the benefit to ASME and its members of making this information available to non-members?’ This case study does not seek to answer this question as this is for ASME to determine but the level of openness that could be adopted by ASME (or any other organisation with similar considerations) should be considered when reading each section of the case study.

Individual ASME staff members have no real awareness of OER or the internal systems required to effectively implement any open approaches.

Later sections of this report will highlight the systems and procedures that support an organisational policy.

Website Policies

The ASME website mentions Copyright ASME 2012 at the bottom of the homepage and had the following Copyright & Content Ownership statement (http://www.asme.org.uk/terms-a-conditions.html3):

The content of this website is either owned by ASME or used with the copyright owner's permission. You are permitted to make downloads or to take a print for your personal use provided that you make no alteration of the materials and that you do not use the materials in any other publication, in whatever medium, without ASME's written consent.

Frequently asked questions

There is no mention of copyright, intellectual property rights or open education/access, within the frequently asked questions section of their website.

Links to other websites

There was a compendium of courses that highlight information and links to UK Medical School websites. Copyright was mentioned on several of these links with a few confirming that anyone using images for use in lectures etc. must have permission.

Private area of website

The private area of the ASME website was changing in the coming weeks would only be of benefit to members of the Executive Committee, i.e. holding confidential papers for Executive Committee meetings, etc.

Currently – There was an area for ASME members that loosely followed Facebook. It gave members the opportunity to discuss topics and create an online community. With the advancement of mainstream social networking sites, this was not utilised fully by the membership and has, for the moment, been suspended in favour of the protected ‘members only’ area that was currently under development.

In future – This area would provide added benefit to current subscribers and allow them access to documents, videos etc. that they didn’t wish to make available to non-members.

3 Accessed 1 March 2013

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Consultation documents

Responses to Consultation Documents were posted on the website (http://www.asme.org.uk/consultation-documents-asme-responses.html). There were no specific references to copyright or how others could use these documents.

Staffing contracts

There were six members of staff employed by ASME. ASME follows NHS Guidelines and Terms & Conditions with reference to staffing and HR matters. Staffing contracts contain the following statements:

Disciplinary and Grievance Matters

You are covered by NHS Disciplinary, Grievance and Appeals procedures, copies of which are available for all staff and are located in the ASME Office.

Confidentiality

You shall not, under the terms of this contract, use for your own benefit or gain or divulge to any persons, firm, company or other organisation whatsoever, any confidential information belonging to or relating to ASME’s affairs or dealings which may come to your knowledge during your employment.

Commercial Interests, Gifts and Hospitality

In ASME you are required to be impartial and strictly independent in your dealings with commercial bodies. You should also refer to the Code of Conduct for employees – a copy of which is available for all staff (online). Code of Conduct - http://www.scotland.gov.uk/Resource/Doc/288853/0088360.pdf

The NHS Scotland Code of Conduct above contained information covering consent and confidentiality but these may not have been suitable for the activities undertaken by ASME staff. There was no mention of ownership and/or licencing of anything created or developed by ASME staff.

Recommendations

1. A review of the ASME staff employment contracts be undertake to confirm whether ownership and licencing of materials that have been created, amended, developed, etc. is clearly defined between ASME and their employees, including what employees could do with resources they’d created if they were no longer employed by ASME. Currently ownership, in this case, was by default with ASME.

2. ASME does not currently employ any freelance staff. Any such contracts would be activity based and would be covered later in this case study.

Agreements issued by ASME

ASME issues the following relevant contracts – none of which are listed on the website.

Service Level Agreements

Staff

Honoraria – Group Leads etc.

Memorandum of Understanding - Issued in collaboration with AoME to provide administration services for 12 months (ending March 2013). Although this agreement was not directly relevant to the case study it might be relevant to IPR in the future.

Accountants/Auditors/Web designers etc. (not directly relevant to this case study)

Grants/ Awards/ Fellowships

Full details of this can be found on www.asme.org.uk

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Annex: ASME contract for services on page 17. These contracts include educational awards.

At the time of this case study, any contracts issued by ASME did not include statements mentioning copyright or licencing any materials/outcomes.

Recommendation

3. ASME to amend all contract templates to include statement regarding copyright and licencing. The statement may vary depending whether the outcomes of the contract are to be made publicly available or remain private for members.

Publications

ASME published/sold individual books, namely the Understanding Medical Education series. ASME held copyright for these publications.

Understanding Medical Education text book

This was produced by publishers Wiley-Blackwell who also dealt with the copyright. The first edition was published in 2010 and an update is planned for late summer 2013. Previously this publication was produced as individual chapters and released for sale but individual chapters are now mainly used for promotional purposes only.

The agreement with the authors is included as Annex: ASME Copyright Assignment Form for Understanding Medical Education on page 18.

Best practice

Authors assigning copyright to ASME sign a detailed agreement.

Recommendations

4. There is likely to be limited opportunity for the Understanding Medical Education series to be made openly available. This limited opportunity is due to the revenue generated by the publication supporting the continuing sustainability of ASME.

Journals

ASME, in conjunction with Wiley-Blackwell also produced two journals – Medical Education4 (monthly) and The Clinical Teacher5 (quarterly, moved to 6 issues per year from January 2013). These journals are administered by the Editorial Office, currently based in Plymouth.

Copyright was managed by Wiley-Blackwell. Submissions to the journal were encouraged from all in the medical education/medical education research communities. Submissions were subject to a rigorous peer review process. The journals are both edited by eminent medical educationalists (Dr Kevin Eva and Professor Stephen Trumble respectively).

The History of ASME

The History of ASME was published in 2007. There was no information on copyright throughout this document.

Newsletter

The newsletter was produced bi-monthly in-house at ASME. Articles were written by the ASME Marketing/ Communication Officer; ASME Chief Executive Officer and occasionally members of the ASME Executive Committee/Group Leads etc.

There was no mention within the newsletter of who owns copyright or how others could use the content. Any photographs or images used in the newsletter are either from Microsoft™ Clip Art Gallery or are images that have been taken ‘in-house’ by ASME staff members.

4 http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291365-2923

5 http://www.theclinicalteacher.com/

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The Microsoft statement around the use of their photos, clip art and font images, which suggests these should not be used, is http://office.microsoft.com/en-gb/powerpoint-help/what-uses-of-photos-clip-art-and-font-images-are-prohibited-HP003090087.aspx:

Although these examples do not represent an exhaustive list, you are not permitted to do any of the following with the photos, clip art, font images etc. (Media Elements) in the Software Product:

You may not sell, license, or distribute copies of the Media Elements on a stand-alone basis or as part of any collection, product, or service where the primary value of the product or service are the Media Elements.

You may not use or distribute any of the Media Elements that include representations of identifiable individuals, governments, logos, initials, emblems, trademarks, or entities for any commercial purposes or to express or imply any endorsement or association with any product, service, entity, or activity.

You may not create obscene or scandalous works, as defined by federal law at the time the work is created, using the Media Elements.

You must indemnify, hold harmless, and defend Microsoft from and against any claims or lawsuits, including attorneys’ fees that arise from or result from the use or distribution of Media Elements as modified by you.

You must include a valid copyright notice on your products and services that include copies of the Media Elements.

You may not permit third parties to distribute copies of the Media Elements except as part of your product or service.

Annual Reports

ASME Annual Reports had been created through a design agency and any images would have been purchased via iStock photographs. By the admission of the iStockPhoto website, the terms and conditions associated with usage are very long (http://www.istockphoto.com/license.php). There was a considerable number of statements pertaining to audio consent and extended licence(s). It was unclear if the images from iStockPhoto were suitable for inclusion in documents that have been made openly available.

ASME Constitution

The ASME Constitution is listed on their website. Images used in this constitution were from the Microsoft Clip Art Gallery (see above for further details on copyright and usage associated with Microsoft Clip Art).

Abstract Books

ASME’s dissemination events produced abstract books, these contained individual pieces of work and each abstract is individually referenced. They could, on occasion, contain reports from previous events and conferences which had previously been archived.

There was no mention within these Abstract Books of who owned the rights and what they could be used for.

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Recommendations

5. Through discussions while developing this case study ASME have already agreed to include a statement in their newsletter stating the contents can be used in the following ways: for educational purposes, can be copied, cannot be changed, for non-commercial purposes only and ASME must be acknowledged.

6. Be sure to attribute the source of images and photos, for example iStockPhoto in the ASME annual report.

7. It is recommended that Microsoft Clip Art is not used in any documents and/or publications that would be sent to others outside of ASME. The Microsoft statement limits the licencing of the images by third parties

8. If ASME decides to start using a licence which allows for derivatives, i.e. reformatting or using parts of publications only, consideration will need to be given to the terms and conditions applied to iStockPhoto images as derivatives may not be allowed.

9. ASME to consider the inclusion of a Creative Commons license to ASME abstract books for the purposes of clarity. There will need to be an agreement in place between ASME and the author to enable ASME to add a licence after a discussion regarding the level of openness to be applied.

10. ASME may wish to consider discussion with their publisher about making their journals more openly available.

Events

Various conferences and events (http://www.asme.org.uk/conferences/) were held annually by ASME. Each of these events had speakers and agreements were in place for them (usually email communications regarding arrangements etc.). At the time of investigation there was no agreement between ASME and the speakers etc. confirming who owned the materials or what could be done with the materials after an event – either by ASME, delegates or third parties.

Conferences and Workshops

There are numerous courses and conferences listed on the ASME website (http://www.asme.org.uk/conferences/). The standard ASME website copyright and usage statement applies.

Annual Scientific Meeting (ASM)

The Annual Scientific Meeting was held during July 2012 at the Brighton Centre, Brighton, UK. Abstracts from this meeting along with video films/clips from the event would be available on the website (http://www.asme.org.uk/conferences/past-conferences/2012/asm-2012.html).

There is no mention of copyright, licenses etc. either embedded in the documents or on the website except for the standard ASME website Copyright and Content Ownership statement (http://www.asme.org.uk/terms-a-conditions.html). No acknowledgment has been given of the source of, for example, the image of Brighton Pier on the front cover of the abstract booklet (http://www.asme.org.uk/images/pdfs/2012/Abstract_book_-_Final.pdf).

ASME often created flyers promoting the Annual Scientific Meeting and use images from iStockPhoto (see Annual Reports on page 8 for further information relating to iStockPhoto). These images were usually purchased on behalf of ASME by their designers.

Photographs

Presently, there is minimal information gathered with reference to individuals in the photographs taken at the ASM and any permission collected. Through the timeline of this case study ASME had developed the following statement which would be issued when members register to attend an event:

This event will be filmed and photographed. By registering your interest to attend our Annual Scientific Meeting, you acknowledge that such recordings (including any stills taken from the video) may be taken of you and you consent to the use of those by ASME, its successors, licensees

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and assigns for marketing /promotional purposes. Should you wish to opt out from this, please tick here: ___

Recommendations

11. ASME should consider adding a condition to any agreements they hold with third parties where they may be happy to indemnify ASME against any claim for copyright infringement by the owner of the image.

12. ASME to ensure any third parties, such as their external design company, are aware of the seller’s copyright and licencing of an image. The third party should also add attribution to the image prior to sending back to ASME.

13. Ensure all event advertising from the initial adverts, including website, paper and email, state that photographs and audio/visual recordings may be taken.

14. Provide a mechanism for every delegate when booking their place on an event to have the option to say they prefer not to be included in images. This will assist the sticker recommendation below.

15. At each event remind all present that images may be taken and offer anyone who does not consent a sticker or similar identifier that would be visible in an image that inadvertently included them. This would help identify attendees who did not wish to be displayed in any images.

16. Once materials have been published provide an easier accessible notice and takedown statement. Include either an email address and/or telephone number. It is recommended the email address is a regularly accessed generic address rather than a specific person.

Educational Resources

The activities and issues associated with education resources are covered throughout this case study.

Special Interest Groups (SIGs)

Special Interest Groups are sub-groups within ASME each with a specific target audience.

Educator Development Group (EDG)

The EDG seeks to support and promote the personal and professional development of medical and healthcare educators and to disseminate good practice in medical education. They are also responsible for assessing submissions received for the EDG Travelling Fellowship Awards and the ASME EDG Educator Innovation Awards.

Education Research Group (ERG)

The ERG seeks to support and advance high quality research in medical and healthcare education informed by education research principles through collaboration and strategic partnerships. Some of the main priorities of the ERG are:

Nurturing new researchers

Supporting established medical education researchers

Establishing strategic partnerships

The ERG is also responsible for assessing submissions received for the Small Grants Scheme and New Researcher Award.

The ERG was looking into creating a Repository of Resources, which would support ASME as a whole and expand the membership by building an online community. This would meet the need to share resources and provide a place for members to access slides from presentations. This repository would be tagged and would be searchable. At the time of writing, this was under discussion by the ERG.

Junior Association for the Study of Medical Education (JASME)

JASME www.jasme.org.uk is the student group, welcoming undergraduate students and newly qualified postgraduates. This group believed they had a responsibility for their education, the way

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they are taught, learn and are assessed. JASME had a unique, eye-level perspective on their education and the ability to encourage changes and improvements to their learning.

JASME is designed to benefit medical students with an interest in medical education (be it teaching or research) through the following aims:

To foster an interest in medical education amongst the student body.

To influence medical education policy and practice through representation within ASME.

To act as a springboard into ASME by providing a hub for students with an interest in medical education.

To encourage and promote good practice by student medical educators by developing systematic training in medical education practice and research.

To create a forum for students so they can exchange viewpoints and experiences of medical education and discuss their role within it.

To encourage, promote and conduct medical education research initiated by students.

Trainees in the Association for the Study of Medical Education (TASME)

TASME was formed to provide a platform for speciality trainees to share ideas and experiences within medical education.

Psychometrics, Measurement and Quality in Assessment (PMQ)

The aims of the Psychometrics SIG were to:

Promote excellence in the application of assessment theory and practice in Medical Education

Advance understanding and application of psychometric techniques in assessment through a synergistic programme of dissemination and collaborative research across institutions.

Promote Continuing Professional Development for those closely involved in assessment psychometrics, particularly for faculty operating in ‘isolation’, through sharing expertise within the group.

Technology Enhanced Learning (TEL)

The overall vision of the TEL Sig was to bring together individuals and organisations with interest in TEL in medical education at all phases (UG, PG and CPD). At the same time promote high quality research and evaluation of TEL and facilitate joint funding applications and provide a mechanism for reporting and sharing research about TEL.

This SIG was looking to encourage good practice in the use of TEL and also to raising the profile and scope of TEL amongst medical educators and inform policy development.

The TEL SIG was still in its infancy and the principal aims in its first year were:

to establish information concerning the current scope of TEL in medical education and the extent to which it is researched and evaluated

to identify existing networks and develop links (to avoid duplication)

to host meetings and events, consulting with key stakeholders, identifying priorities and review the draft terms of reference for the Group

to share expertise and knowledge

Recommendations

17. ASME to review the activities of JASME/TASME/ as well as the PQM/TEL Special Interest Groups to consider the opportunities for drafting copyright and licensing statements. These statements may include the development of open approaches. Awareness raising activities should be undertaken with those involved with each group.

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Prizes and Awards

ASME offers various prizes and awards and this list can be seen on the next page.

The blue section lists the JASME (Junior Association for the Study of Medical Education) Prizes and Awards.

Award Name Brief Summary Award Details Closing Date

ASME Gold Medal 2013

The ASME Gold Medal recognises outstanding contribution to medical education as a whole

Medal, Certificate and keynote presentation at the Annual Scientific Meeting (ASM)

Monday 1 October 2012

International Travelling Fellowship 2013

The aim of the Fellowship is to provide financial support to ASME members in order for them to gain further experience and/or training in the field of medical education by visiting an institution or research group in furtherance of their own professional / personal development.

Maximum award £800, certificate, presentation of paper in parallel session at ASM, free registration at ASM, attendance at dinner. (Travel /accommodation for ASM not covered)

Monday 29 October 2012

New Researcher Award 2013

ASME Members new to the field of medical education (*) can submit a description of a piece of work, survey, research or innovation in which they have been directly involved. *Application is not limited to those with a medical degree. Applications from those new to medical education (for non-medics within 3 years of joining a medical education environment) will be considered.

£500, certificate, presentation of paper in plenary session at ASM, free registration at ASM, attendance at dinner, travel & accommodation at the ASM.

Monday 26 November 2012

Small Grants 2013

Members are invited to submit a description of a research study or evaluation of an innovation in teaching in the field of medical and/or healthcare education.

Maximum award per submission £2,000, certificate. Attendance at the ASM is required for presentation of paper in parallel session. (Registration/travel/accommodation for ASM not covered).

Monday 14 January 2013

EDG Travelling fellowship 2013

This award is open to submissions from ASME members who are medical educators and it is intended to enable the educator to travel to another institution to develop their own professional expertise/ understanding.

Maximum award £2,500, certificate, 2,500 word report published on ASME website, presentation of paper in relevant session at ASM, free registration at ASM, attendance at dinner. (Accommodation and travel for ASM not covered).

Monday 25 March 2013

EDG Educator Innovation Award 2013

ASME members are invited to submit a description of an innovation that has been developed to highlight, promote and disseminate examples of innovative educational practice in medicine.

Maximum award £1,000, certificate, presentation of paper in EDG What’s Hot session at ASM, free registration at ASM and attendance at dinner for principal author. (Travel and accommodation for ASM not covered).

Monday 15th April 2013,

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Award Name Brief Summary Award Details Closing Date

The JASME National Essay Prize for Medical Education

An annual essay prize on a subject related to medical education.

1000 words or multi-media submissions will be accepted

1st Prize - £100

2nd

Prize- £50

3rd Prize-

£20 book token

Tuesday 13

November 2013

Sir John Ellis Student Prize

Rewarding excellence in a piece of work, survey, research or innovation in which they may have been directly involved, in the field of medical education

Up to one £300 prize for each of the two categories

Tuesday 29

January 2013

Medical Elective Bursary

Offer financial support for a medical elective with education as a central focus.

Up to one award per year of £500 Tuesday 26

February 2013

Innovation Prize

Prize to award a student who has already undertaken a project or piece of work surrounding an original and innovative idea.

Up to one award per year of £100 Tuesday 30

April 2013

Innovation Grant

Grant to enable a student to carry out further work on an original and innovative idea in the field of medical education.

Up to one award per year of £600 Tuesday 30

April 2013

New awards were often launched such as the award aimed at “Rising Stars”. Currently ASME makes no statements for any of the above funds regarding copyright and licencing during any part of the process from initially advertising the call for applications through to the completion of the project.

Recommendations

18. ASME to use contracts/agreements for all grants awarded.

19. Terms and Conditions for all Grants and Awards will be added to the website once agreed, and linked to each submission/funding call.

20. In future, wording could be added to the submission system indicating who owns the information in the Abstract and on what basis ASME will use this information.

Rewards and Recognition

Honorary Membership is automatically granted to ex-ASME Presidents, ex-ASME Chief Executive Officers and previous Lord Cohen Lecturers.

Recommendation

21. Discuss whether including an additional criterion for Honorary Membership or another title be given to ASME members who are exemplars of open education.

ASME approval processes

Any items for discussion or change included in this case study must be passed through the Chief Executive Officer, Nicky Pender, in the first instance and then onto the ASME Executive Committee for final ratification.

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Other recommendations not covered above

22. There are many recommendations within this report that if adopted would change a number of the policies and more importantly practices of ASME. It is strongly recommended that all staff members are aware of these changes along with members of various groups and also the wider ASME membership. Awareness raising to the wider medical education community is also recommended and should include both enhanced processes for copyright and licencing and the overall ASME position in respect of realising open educational resources.

Conclusion

As a membership based organisation, ASME had a different set of questions and considerations compared to publically funded organisations. The answers and outcomes would potentially have a direct influence on the future benefit to subscribing members and would need to involve wide ranging and frank discussions. To start the process of becoming more open this case study identified changes required to the internal processes currently operating across the organisation. In combination with the enhancement of their internal processes ASME would also need to review/write new policies for the organisation and website.

As a member-based organisation working closely with, and for the benefit of, medical educators ASME also has potential to influence practicing academics and students. Their engagement with open approaches will promote increased understanding and awareness across the UK and further afield.

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Annex: ASME contract for services

Purpose:

Tasks:

Prepared by Date

Authorised by Date

An Agreement dated _________ between _______________________________and ASME

No of hours per month: ________________ Duration of Contract: __________________________

1. ________ agrees with ASME to provide the services set out in the Schedule to this Agreement.

2. ________will carry out the Services in a manner acceptable to ASME at all times during the currency of this Agreement.

3. At intervals of not less than one month ______shall submit invoices ASME showing the Services provided during the period of each invoice.

4. Payment shall be made by ASME within 30 days of receipt of an invoice from _______ if satisfied that the invoice accurately relates to the Services performed.

5. _______shall at his/her own expense provide all labour necessary for the provision of the Services and shall effect all necessary insurance against claims arising out of the performance of the Services.

6. This agreement may be terminated:

(i) by ASME:

without notice due to the conduct of the other party, or

upon services of notice of [one month] if________fails to carry out the Services expeditiously or efficiently in a manner, or at times, acceptable to ASME, or acts otherwise in breach of the terms of this Agreement; or

upon service of notice of [one month] at the sole discretion of the South East Region subject to good cause being shown;

(ii) by ________:

without notice due to the conduct of the other party, or

upon service of notice of [one month] upon good cause being shown.

7. Any notice given under this Agreement shall be delivered in writing to the party to whom it is addressed. Any notice served by post shall be deemed (unless contrary be proved) to have been served two days after the date of posting.

Signed for and on behalf of ASME Date

Signed for and on behalf of _______________ Date

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Annex: ASME Copyright Assignment Form for Understanding Medical Education

This Agreement is made with the Association for the Study of Medical Education, referred to in this Agreement as “ASME”. The Agreement is for the occasional paper submitted by you (“Author”) for publication in the ASME series of publications known as Understanding Medical Education, and is referred to in this Agreement as the “Paper”.

To enable ASME to publish the Paper, the ownership of copyright must be established. Please read and complete the form below (Section A plus Section B or C, as appropriate) and return one copy to the address given below. There are explanatory notes to this Agreement, which also form part of the Agreement.

The Paper cannot be published until ASME receives this signed Agreement.

SECTION A: Author’s Warranty (Please PRINT your details)

Name:

Address:

Email address:

Paper title (or provisional Paper title):

Names of all authors in the order in which they appear in the Paper:

In consideration of the publication of the Paper, I hereby warrant and undertake:

a. that this Paper is an original work, has not been published before and is not being considered for publication elsewhere in its final form either in printed or electronic form.

b. that I have obtained permission from the copyright holder to reproduce in the Paper (in all media including print and electronic form) material not owned by me, and that I have acknowledged the source;

c. that this Paper contains no violation of any existing copyright or other third party right or any material of an obscene, indecent, libellous or otherwise unlawful nature and that to the best of my knowledge this Paper does not infringe the rights of others;

d. that I will indemnify and keep indemnified the Editor and ASME against all claims and expenses (including legal costs and expenses) arising from any breach of this warranty and the other warranties on my behalf in this Agreement;

e. that in the case of a multi-authored Paper I have obtained copyright assignment from all co-authors, in writing, and authorisation to enter into this Agreement on their behalf and that all co-authors have read and agreed the above warranties;

Author: Signed: Date:

SECTION B: Copyright Assignment

In consideration of the publication of the Paper, I hereby assign to ASME copyright for the full period of copyright and all renewals, extensions, revisions and revivals together with all accrued rights of action throughout the world in any form and in any language (including all media, both now known or later developed). ASME may assign its rights under this Agreement. Notwithstanding the above, I retain all proprietary rights other than copyright, such as patent and trade mark rights and rights to any process or procedure described in the Paper.

ASME_case_study_final 19

Author: Signed: Date:

In signing this form, the signee asserts that any authors not signing have authorised the signee to do so on their behalf, and that the manuscript submitted has been approved by these authors in the form in which it has been submitted, and that the warranties given above have been read and agreed by all authors.

SECTION C: If copyright in the Paper is owned by someone other than the Author

I hereby grant ASME non-exclusive rights to reproduce and/or distribute this Paper (in full or in part) and to publish the same throughout the world in any format and in all languages including without limitation in printed, electronic or other medium on optical disk, transmission over the internet and other communication networks and in any other electronic form, and to authorise others (including reproduction rights organisations such as the Copyright Licensing Agency and the Copyright Clearance Center) to do the same. ASME may assign its rights under this Agreement.

Title of copyright holder:

This will be printed on the copyright line on each page of the Paper. It is the Author’s responsibility to provide the correct information of the copyright holder.

Signed on behalf of copyright holder: Date:

Title/position/address:

In signing this form, the signee asserts that the manuscript submitted has been approved by all authors in the form in which it has been submitted, and that the warranties given above have been read and agreed by all authors.

Full details regarding the assignment of copyright, the management of permissions, and what rights are granted back to the authors can be found on the accompanying Notes, which form part of this Agreement.

SECTION D: Author declaration (all authors are required to sign this document)

Title of paper: ……………………………………………………………………………………………..

……………………………………………………………………………………………..

Please check box as appropriate:

I meet the criteria for authorship of this paper.

I affirm that it is original work, which has not been previously published and is not being considered for publication elsewhere.

Information in the work has previously been published and full details are given below:

ASME_case_study_final 20

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