MEDICAL SERVICES
PROVIDED ON BEHALF OF THE DEPARTMENT FOR WORK AND PENSIONS
Training & Development
Chronic Fatigue Syndrome (CFS) and
Fibromyalgia
MED-CMEP/ODMMSLS~0069
(Learning Set)
MED-CMEP~0087
Version: 3 Final
24th March 2011
Medical Services
Foreword
This training has been produced as part of a Continuing Medical Education
programme for Health Care Professionals (HCPs) approved by the Department for
Work and Pensions Chief Medical Adviser to carry out assessments.
All HCPs undertaking medical assessments must be registered practitioners who in
addition, have undergone training in disability assessment medicine. The module
includes theory training in a classroom setting, supervised practical training, and a
demonstration of understanding as assessed by quality audit.
This must be read with the understanding that, as experienced practitioners and
disability analysts, the HCP will have detailed knowledge of the principles and
practice of relevant diagnostic techniques and therefore such information is not
contained in this module.
Furthermore, the training module is not a stand-alone document, and forms only a
part of the training and written documentation that the HCP receives. As disability
assessment is a practical occupation, much of the guidance also involves verbal
information and coaching.
Thus, although the training module may be of interest to non-medical readers, it
must be remembered that some of the information may not be readily understood
without background medical knowledge and an awareness of the other training
given to HCPs.
Office of the Chief Medical Adviser
24th March 2011
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Document control
Superseded documents
Version history
Version Date
Comments
3 Final
24th March 2011
Final version signed off by CMMS
3a draft
28th February 2011
Updated following Schedule 28 review, by Dr
Amina Hussain
2 Final
9th
March
2010
Signed off by Medical Services Contract
Management Team
Changes since last version
Included reference to availability of online evaluation – p.7 and p.19
Suggestions for Study updated – p.8
Removed reference to WFHRA (amongst other component parts of WCA process
referred to) – p.13
References to DDA removed (now referred to as disability-related legislation in the
Equality Act 2010)
Minor typos, grammar and formatting throughout
Outstanding issues and omissions
Updates to Standards incorporated
Issue control
Author: Linda
Burke
Owner and approver:
Dr A Graham
Signature: Date:
Distribution:
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link to page 9 link to page 11 link to page 13 link to page 13 link to page 15 link to page 16 link to page 16 link to page 16 link to page 24 link to page 25 link to page 25 link to page 25 link to page 25 link to page 27 link to page 29 link to page 29 link to page 31 link to page 31 link to page 33 link to page 33 link to page 35 link to page 35 link to page 35 link to page 37 link to page 39
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Contents
Introduction
5
Learning Set Process
6
Learning Aims
8
Suggestions for Study
8
Essential Content 10
Recommendations for Learning Set Activities 11
Opening the Learning Set 11
Advice on selection of activities 11
Closing the Learning Set 19
Appendix A Chronic Fatigue Syndrome (CFS) and Fibromyalgia
20
Learning Set Event Fact Sheet
Learning Aims 20
Suggestions for Study 20
Appendix B
22
- Essential Content
Appendix C – Learning Set Review Form (to be completed by Medical
Manager) 23
Appendix D - Guidance on Quality of Activity(s) / Material and
Facilitatio
25
n ratings
Appendix E - Individual Learning Set Review Form (To be completed
by the learner to aid reflective practice) 26
Appendix F - Level 1 and Level 2 Evaluation Sheet Internal Events
NOT delivered by Training & Development / External Events / Distance
28
Learning
Appendix G
29
Learning Aims
Observation form 30
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Introduction
A Learning Set is dedicated to the sharing of team knowledge, and must be
conducted using internal resources only. External speakers are not acceptable at
these events; the team should make wise use of relevant in-house skills and
experience. In this instance any member of the team with particular expertise
and interest in Chronic Fatigue Syndrome (CFS) or Fibromyalgia (FM) may
provide a valuable contribution to the Learning Set.
However, the manager of the event should not overlook the opportunity to
develop those who may wish to make their first presentation, or wish to use
fledgling facilitation skills in this "safe" environment.
This Learning Set is designed to encourage competency based study on the
subject of CFS and FM and the functional effect of these conditions on the
claimant. In particular, the effect on health and employment outcomes make this
pertinent to all Health Care Practitioners, including the Disability Analyst.
The learning aims are defined and the 'manager' of the Learning Set is
encouraged to ensure that these are kept prominently to the fore-front throughout
the event, keeping them in view of all participants. In this way they will serve to
maintain a focus on discussions. It is essential that participants are informed of
the learning aims and essential content well in advance of the Learning Set to
ensure they focus their self directed preparation for the event.
To avoid using PowerPoint, which may generate a non-interactive environment
during the Learning Set, the learning aims are provided in A4 format.
This pack provides guidance on activities that can be used during the Learning
Set; however, these are not designed to be prescriptive and are offered as
suggestions to help structure the event. The only absolute givens are that the
essential content is adhered to and the Learning Set aims achieved.
Advice is provided on the gathering of suitable documentation to facilitate and
confirm both individual and team participation. This will allow an impartial
verification that the learning aims have been satisfied. This is essential to
establish the status and quality of the Learning Set should Practitioners decide to
make use of the reflective practice data for revalidation purposes. It is also
necessary to demonstrate that the outcomes of the Learning Set satisfy the
requirements of the Continuing Professional Development programme for Atos
Healthcare and allows registration of participation on MSD.
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Learning Set Process
The Medical Manager is responsible for ensuring the following process is
adhered to.
Sufficient copies of all the forms required for this Learning Set must be produced
at local Level.
Time period
Tasks
Prior to the CME year
Select 4 Learning Sets in total. 3 should
be chosen from the clinical topics. The
fourth should be selected from a learning
set focussing on softer skills. Dates
should be scheduled for all 4 of the
Learning Sets during the first 8 months of
the calendar year and dates
communicated to the employed
Healthcare Professional Team
At least 8 weeks prior
Identify a Learning Set Manager (2 will be Complete Learning Set Event
to each event
trained from each site, neither should be
Fact Sheet and distribute to all
the Medical Manager) and brief
participants (see Appendix A)
accordingly
At Least 7 weeks prior
Identify / seek Learning Set activities and
Issue Essential Content
to each event
facilitators
Information Sheet to facilitators
(see Appendix B) and where
appropriate agree a personal
development plan for Learning
Set activity facilitators (at the time
of agreeing the facilitation role).
This should be formally added to
the PDP at the next appropriate
review
At least 2 weeks prior
Learning Set Manager quality assures all
to each event
Learning Set materials confirming they
cover essential content and will enable
achievement of the Learning Aims.
Where problems arise support should be
sought from the Medical Manager.
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Time period
Tasks
Run the Learning Set
Organisation of the set
Each Learning set should
Learning Set Manager to ensure
comprise no less than 7 and no
communication of the learning
more than 11 participants, this to aims to all participants, to allow
include the Learning Set
appropriate preparatory reading
Manager and all facilitators.
The Medical Manager should
attend each set, since it will be
his/her sole responsibility to
“sign off” individual participation
Immediately upon completion of
25% of attendees complete a
Medical Manager completes a
event
Level 1 & 2 evaluation form
Learning Set Review Form (see
(usually completed online; but if
Appendix C) and forwards to
unavailable, use Appendix F).
Angie Rhodes, Training &
Collect these and forward to
Development, BBP
Angie Rhodes, Training &
Development, BBP
Following completion of event
Attendees complete an
Individual Learning Set Review
Form (see Appendix E) for their
own personal development
Following completion of event
Any agreed follow-up actions
are undertaken
Following completion of event
Medical Manager reviews
facilitator(s) PDPs where
appropriate
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Learning Aims
To define Chronic Fatigue Syndrome and Fibromyalgia
To consider the possible causes and functional effects of these
conditions
Consider current management and treatment guidelines
Consider benefit issues in children and adults with CFS or FM
To consider effects of these conditions on work/occupation and effect of
work on these conditions.
Suggestions for Study
The following references and texts would help the student prepare for this event.
These are no more than suggestions - individual textbook and journal preferences
are acceptable.
Any preferred medical textbook (such as the Oxford Textbook of
Medicine)
Any suitable journal articles (e.g. Journal of Community Psychology)
Med S2 CMEP0017 – Chronic Fatigue Syndrome Guidelines for the
Disability Analyst
MED S2 CMEP 0035 – Fibromyalgia – Guidelines for the Disability
Analyst
DWP publication, What is Chronic Fatigue Syndrome (CFS)/ Myalgic
Encephalomyelitis (ME)?
NICE guidance,
Chronic fatigue syndrome/ Myalgic encephalomyelitis Action for ME is a charitable organisation in the UK dedicated to
improving the lives of people with CFS (sometimes referred to as ME);
further information can be accessed at
www.afme.org.uk/
NHS Choices provides information on Fibromyalgia in an easily
digestible format
FMA UK was established in order to provide information and support to
people with fibromyalgia, and to their families. In addition, the
Association provides medical information for professionals and operates
a national helpline. Further information can be accessed at
http://www.fibromyalgia-associationuk.org/
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Interested parties may wish to look at the BBC website and refer to a series of
programmes addressing CFS issues on Radio 4 (12-16th November 2007).
All participants are advised to document their learning sources using an
Individual Learning Set Review form (see Appendix E). Any presentations or
other exercises employed by participants in the Learning Set must include
references to the source documents. Portfolio activity should be based on
reflection on usual practices and work based evidence to show when new
learning has been implemented to improve those standards.
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Essential Content
This is a relatively broad ranging subject which allows participants to develop study
into various medical conditions and relevant links. The opportunities for
presentations and other activities are flexible. It will be impossible in the time
allowed to cover all aspects of both conditions. However, since both are commonly
seen in the context of disability assessment, the Learning set should as a minimum
cover the similarities and critical differences between the two conditions. Thereafter
best use of time may be made by focussing the efforts of the team in addressing
one condition or the other.
Consider:
Clinical features (consider likely level of disability)
Recommended treatment guidelines
Review of aetiological factors
Benefit issues.
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Recommendations for Learning Set Activities
It is important that the assembled team make best use of the time devoted to the
Learning Set. Their involvement in the early organisation of the event will help
them to take ownership of the activities and outcomes. Thoughtful choice of
exercises will ensure the team holds an interest in the outcomes and also
confidence that they will gain either knowledge or skill during the experience. At
the preparation stage the manager should encourage innovative ideas from the
team members and be prepared to adopt an alternative approach provided the
essential content is covered and the learning aims can be satisfied.
The purpose of the Learning Set is not to simply repeat the salient points which
emerge at individual study. The Set should be organised so that all the team can
share and expand on the information and ideas that flow out of their individual
preparation/study. There will be extensive knowledge and differing experiences
within a team, and through interactive exercises this can enrich the team as a
whole.
Where appropriate Personal Development Plans should be utilised for those
team members who volunteer or who are delegated to present or facilitate
exercises in the Learning Set, but only where this activity forms part of their
personal learning.
Opening the Learning Set
It is essential that the Learning Set achieves its learning aims and covers the
essential content. Preparation by all those participating is a key contributor to
this, as is a positive and encouraging opening of the session. It is recommended
that all attendees are reminded of the purpose of the Learning Set, the
responsibilities of all those present and the learning aims reinforced.
It is also important to remind everyone of the process relating to the Learning Set
initiative; the Learning Set Process on
page 6 could be referred to at this
juncture.
Advice on selection of activities
The Learning Set should be designed to last 1 to 1.5 hours; anything longer is
likely to undermine the learning for this type of development tool. A common
problem when such Sets are first prepared is to include too many activities. For
that reason it is unwise to arrange more than two activities per Set, and in certain
instances one may be enough. Avoid one long presentation; this will prevent full
team participation. Do not allow a single view to dominate.
The following pages provide some suggestions for possible Learning Set
activities, though none are mandatory:
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Activity 1: A presentation on Chronic Fatigue Syndrome / Fibromyalgia
These are subjects which lend themselves to a presentation of current
understanding of the conditions. It is particularly important that participants be
aware of any perceived and defined distinctions between the conditions
indicated.
As all participants will have studied to refresh their knowledge, the presenter
should take pains to go a step beyond the basic understanding of the group. It
would be helpful in the initial stages of the set to invite the individuals in the group
to give definitions of the conditions.
Once this is established, a group ‘brainstorm’ session with the use of flipcharts or
whiteboard facility to note down key issues and concepts discussion would be
helpful.
Tip(s)
While it is essential to avoid mere fact-listing, it will be extremely helpful to keep
the learning aims in mind – two or three mental ‘hooks’ upon which participants
can hang the main aims will enable them to recall and apply the contents of the
Learning Set effectively.
Management Action
Dependent on prior experience, the Medical Manager may wish to agree a
personal development plan with the presenter. This may include support from
the Learning Set Manager to write a few PowerPoint slides and use of the LCD
projector if appropriate. Try to avoid PowerPoint ‘teaching’ and encourage
facilitative discussion.
The Learning Set Manager must quality assure the presentation and any
facilitation materials prior to the Learning Set.
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Activity 2: Facilitated discussions of the impact of the condition on benefit
claims
The presenter/facilitator will need to encourage a discussion that should explore
factors such as:
Ways in which relevant functional problems can present in a claim
The likely functional effects of CFS or FM
Attitudes amongst the team towards the condition
Likelihood of Care and Mobility needs in DLA
Impact on function categories in relation to Personal Capability
Assessment (PCA) and Work Capability Assessment (WCA)
Physical and psychological factors leading to disability
The claimant’s perceptions of their disability and barriers to recovery
The session should remain interactive throughout, ensuring that there is a
parity of contribution from all those present.
The facilitator will help draw out any conclusions, again using a flipchart or
whiteboard to maintain interaction.
Tip(s)
It would be advisable for all participants to identify suitable cases in the course of
their work over a week or two in advance of this learning set to support the
exchange above.
Management Action
It will be critical in this learning set for participants to discuss, explore and
challenge perceptions and prejudices. The challenge for the facilitator is to
ensure that all participants are engaged and prepared to commit to the
consensus conclusions. This is likely to require a very experienced and confident
Facilitator.
The Medical Manager may wish to agree a PDP with the facilitator of this
discussion exercise.
Evidence of preparation with a suitable question bank, a brief team exercise and
identification of a small number of suitable discussion cases must be quality
assured by the learning Set Manager prior to the Learning Set.
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Activity 3: A written Question and Answer Session
This activity is useful for a team who are not comfortable with debate and
possible disagreement. You may wish to use a True/False format or style. Allow
the group to divide into two groups or into pairs and complete the MCQ as an
inter-team challenge. It may be useful to include ‘rogue’ questions to stimulate
discussion. Warn the 2 teams that such questions are present.
Tip(s)
Questions such as the following would be appropriate:
Treatment for CFS is based on management of physical symptoms only
T/F
Higher rates of recovery in CFS are associated with an initial
presentation
of
viral
illness
T/F
CFS is considered to be relatively rare in children
T/F
Claimants will require a multi-disciplinary approach to the resolution of
CFS
disability
T/F
Management Action
The Learning Set Manager for this event should quality assure the questions and
answers before the Learning Set.
Dependent on prior experience, the Medical Manager may wish to agree a
personal development plan with the facilitator of this session.
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Activity 4: A case discussion
This activity requires vigilance to secure a suitable case for discussion, and may
be a useful alternative to the use of case histories suggested in Activity 2. PCA,
WCA and DLA cases should be a valuable source of such case examples.
The facilitator should ensure coverage of DLA Mobility and Care, and PCA and
WCA functional categories.
If a suitable case does not emerge, consider creating an example with a series of
questions.
An example is offered to assist the facilitator to create his/her own case.
Mr B is a 47 year old man who has suffered from CFS for 6 years. He is claiming
DLA. He reports that he is able to walk only 20 metres in 2 mins. He also report
that he needs assistance to dress his lower half and to rise from the toilet and
chair.
His typical day includes accounts of help with all housework and a very inactive
life style as his wife drives him to and from the supermarket. He uses the trolley
to lean on around the shop and rarely completes the shopping as he rests in the
shop restaurant whilst his wife stands at the checkout. Otherwise he rarely goes
outdoors and never does so alone.
The claimant plans his activities in order to conserve energy, and is no longer
able to sustain hobbies such as golf and gardening. He also finds it hard to
concentrate generally and is unable to read. He rarely watches television.
He has tried a range of treatments, including CBT and graded exercises, but has
not found these to be helpful. He is on oral medication for depression and
considers the latter has arisen as a consequence of the lack of understanding he
has received in regard to his treatment, and does not recognise a psychological
component to his health problem.
Observations show he is reluctant to mobilise and uses walking aids and a
wheelchair to help conserve energy.
Clinical examination is unhelpful.
Tip(s)
A suitable case from the live load is to be preferred, but some facilitators may
wish to create more testing examples. An experienced HCP will be able to create
a number of alternate scenarios to elucidate particular points.
Advise at the outset that there is unlikely to be a model answer in cases of this
nature, as the conditions and their symptoms are diverse in nature and range of
severity. The activity organiser should not take on the responsibility for ‘having all
the answers’; the members of the Set should be encouraged to draw agreed
conclusions as far as this is possible.
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Management Action
Dependent on prior experience, agree a personal development plan with the
facilitator.
The Medical Manager should agree a suitable case and quality assure all
materials prior to the Learning Set.
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Activity 5: An Occupational health case for discussion
Again vigilance is necessary to capture a suitable case (please see the advice in
the activities given above) taking care to ensure that any copies arranged for the
Learning Set are anonymised.
Discussion around the disability-related legislation in the Equality Act, and its
implications in the case, should be invited; as should discussion on suitable work
place adjustments.
Tip(s)
If a case does not emerge consider creating a scenario with a bank of questions
for group debate.
An example is provided:
You are an Occupational Health Adviser to a medium sized factory where
furniture is made. Mr B has worked for this company for 12 years and his role
involves lifting chairs, and stools, upholstering these and packing. He is required
to lift rolls of fabric and spends his day standing at a workstation.
He has become progressively slower over time and is less able to lift heavy loads
or sustain physical activity for any length of time.
His manager requests your advice as he is observed to have reduced productivity
and has increased sickness absence with episodes cited as "fatigue" and "joint
pains". He has advised his manager that he has just found out that he has CFS.
His doctor has started him on regular painkillers and anti-inflammatory
medication and he has been given a graded exercise regime.
How would you conduct your investigation? He has provided consent for access
to his GP and agrees to see you.
What are the risks to this employee in this work place?
What will you tell the manager?
Has the management any responsibility to support his treatment plan?
Would the disability-related legislation in the Equality Act 2010 apply in such a
case?
Discuss the ethics of this case.
Again ensure the Set members take the responsibility for creating a consensus
response to these issues.
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Management Action
Dependent on prior experience, the Medical Manager may agree a personal
development plan with the facilitator. The Learning Set Manager should agree a
suitable case and quality assure all materials prior to the Learning Set.
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Closing the Learning Set
As with the opening of the Learning Set, the closing should be a positive and
encouraging element. Refocus attention on the learning aims and ask if
everyone is satisfied that through individual preparation/study and participation
during the Learning Set that the aims have been achieved.
The Medical Manager is responsible for documenting a review of the event
including comment on the quality of activities and the level of participation within
the team. For that reason the Medical Manager (or exceptionally a deputy) must
attend every event. The Learning Set Review Form, at Appendix C of this
document, should be used for this purpose and must be completed for every
Learning Set. For guidance on quality of activity(s) / material and facilitation rating
achieved see Appendix D of this document.
Level 1&2 Evaluation is usually completed online, and the link to the form will be
provided to all Medical Managers prior to the start of the CME Year. Should the
on-line version be unavailable, then clerical completion (using the form in
Appendix F) is acceptable - it must be issued to 25% of participants at each
Learning Set. The evaluation forms must be issued randomly, but it is essential
that all participants complete at least one Level 1&2 Evaluation Form during the
course of the year.
Both the Learning Set Review Form and the Level 1 & 2 Evaluation Forms must
be forwarded to Angie Rhodes at Atos Healthcare, Training & Development, 3300
Solihull Parkway, Birmingham Business Park, Birmingham, B37 7YQ at the end
of each Learning Set.
An attendance list should be completed in the same way as currently happens for
facilitated learning events and given to the relevant person for MSD update.
An Individual Learning Set Review Form, contained at Appendix E of this
document, should be given to all participants. This form is designed to provide
the basis for self-reflection and is for the individual's use. It is therefore optional
whether the individual uses it or not, however it is recommended that for
revalidation or continued registration or appraisal purposes reflective practice is
used.
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Appendix A Chronic Fatigue Syndrome (CFS) and
Fibromyalgia Learning Set Event Fact Sheet
Date
Time
Venue
Learning Aims
To define Chronic Fatigue Syndrome and Fibromyalgia
To consider the possible causes and functional effects of these
conditions
Consider current management and treatment guidelines
Consider benefit issues in children and adults with CFS or FM
To consider effects of these conditions on work/occupation and effect of
work on these conditions.
Suggestions for Study
The following references and texts would help the student prepare for this event.
These are no more than suggestions - individual textbook and journal preferences
are acceptable.
Any preferred medical textbook (such as the Oxford Textbook of
Medicine)
Any suitable journal articles (e.g. Journal of Community Psychology)
Med S2 CMEP0017 – Chronic Fatigue Syndrome Guidelines for the
Disability Analyst
MED S2 CMEP 0035 – Fibromyalgia – Guidelines for the Disability
Analyst
DWP publication, What is Chronic Fatigue Syndrome (CFS)/ Myalgic
Encephalomyelitis (ME)?
NICE guidance,
Chronic fatigue syndrome/ Myalgic encephalomyelitis Action for ME is a charitable organisation in the UK dedicated to
improving the lives of people with CFS (sometimes referred to as ME);
further information can be accessed at
www.afme.org.uk/
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NHS Choices provides information on Fibromyalgia in an easily
digestible format
FMA UK was established in order to provide information and support to
people with fibromyalgia, and to their families. In addition, the
Association provides medical information for professionals and operates
a national helpline. Further information can be accessed at
http://www.fibromyalgia-associationuk.org/
Interested parties may wish to look at the BBC website and refer to a series of
programmes addressing CFS issues on Radio 4 (12-16th November 2007).
All participants are advised to document their learning sources using an
Individual Learning Set Review form (see Appendix E). Any presentations or
other exercises employed by participants in the Learning Set must include
references to the source documents. Portfolio activity should be based on
reflection on usual practices and work based evidence to show when new
learning has been implemented to improve those standards.
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Appendix B - Essential Content
This is a relatively broad ranging subject which allows participants to develop study
into various medical conditions and relevant links. The opportunities for
presentations and other activities are flexible. It will be impossible in the time
allowed to cover all aspects of both conditions. However, since both are commonly
seen in the context of disability assessment, the Learning set should as a minimum
cover the similarities and critical differences between the two conditions. Thereafter
best use of time may be made by focussing the efforts of the team in addressing
one condition or the other.
Consider:
Clinical features (consider likely level of disability)
Recommended treatment guidelines
Review of aetiological factors
Benefit issue.
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Appendix C – Learning Set Review Form (to be completed by Medical Manager)
Learning Set Title
Number of Attendees
Medical Manager
MSC
Date of Learning Set
Learning Set Manager
Learning Set Activities
Facilitator
Quality of Activity(s) / Materials
Quality of Facilitation
(Please indicate your rating 1 is poor 5 is
(Please indicate your rating 1 is poor 5 is
outstanding refer to Appendix D for guidance
outstanding refer to Appendix D for guidance on
on rating).
rating).
1.
1
2
3
4
5
1
2
3
4
5
2.
1
2
3
4
5
1 2 3 4 5
3.
1 2 3 4 5
1
2
3
4
5
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Learning Set Aims (To what extent were these
achieved)?
Learning Set Challenges
(What could have worked better, why and how?)
Follow-up
(Any actions required as a result of this Learning
Set?)
Any other comments
Return to: Angie Rhodes, Atos Healthcare, T & D, 3300 Solihull Parkway, Birmingham Business Park, Birmingham, B37 7YQ
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Appendix D - Guidance on Quality of Activity(s) /
Material and Facilitation ratings
Achieved
Qualifying criteria
Rating
1
Activities not delivered or only partially delivered.
Unfocused or few discussions.
Aims not achieved.
Participants have not read recommended materials.
Poor feedback for manager and presenters.
Likely that no-one gains “sign off” for MSD.
2
Activities poorly presented or do not stimulate debate.
Little participation in discussions.
Some participants may not gain “sign off” for MSD.
Limited opportunities for reflective practice.
Poor feedback and evaluation.
3
All organised presentations are delivered.
All participants take part in debate.
Aims are achieved.
“Sign off” for all involved.
Average/Good evaluation and feedback to Set manager.
4
Aims are achieved.
Open discussion of issues arising at activities.
Participants are confident and informed after researching the topic.
Enthusiastic response at evaluation and in feedback to presenters
and Set manager.
Stimulates some active change in standards or established
practices or in mentoring of sessional doctors.
Development of individuals through PDPs.
5
Innovative activities well used to achieve all Aims of the Set.
Keen discussions which arrive at an agreed outcome.
Consistently high rating at evaluation and in feedback for
presenters and Set manager.
Issues lead to further research or efforts to gain clarification.
New skills established through completed PDP s.
Team agreement in relation to complex benefit issues.
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Appendix E - Individual Learning Set Review Form
(To be completed by the learner to aid reflective practice)
Name
Learning Set Title
Date attended
Learning Set Preparation
What did I do to prepare for the Learning Set?
What source(s) of information did I use/access?
How useful were these?
Learning Set Participation
To what extent did I participate?
What value did my participation bring to me and
other attendees?
Could I have brought more value, if so what and
how?
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Learning Achieved
What were the key points of learning for me?
What impact will this learning have on my
performance?
Application of Learning
How will I show that I have implemented this
new learning in my every day role?
Any Other Reflections?
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Appendix F - Level 1 and Level 2 Evaluation Sheet
Internal Events NOT delivered by Training & Development / External Events /
Distance Learning
Participants Name:
Base Location:
Date
Event Title:
Attended/Completed:
1. Were the event/distance learning product
Please tick a box below
objectives met?
Yes No
2. How enjoyable was the event/distance
Very
Moderately
Not at all
learning product?
3. How relevant was the event/distance
Extremely
Not at all
learning product to your role?
Relevant
Relevant
Please circle a number below
1 2 3 4 5 6 7 8 9 10
4. (a) Was this the right learning tool for you i.e. trainer led/distance
Yes No
learning for this particular development?
(b) If you have answered NO please comment.
5. Please list at least two key learning points.
6. Describe how you will apply this learning to your workplace.
7. Describe what you or anyone else could have done to make the event/product more effective.
Suggested Improvement(s)
Responsibility
8. Standard of the facilitator (trainer led
Very good
Good
Adequate
Poor
events only)
9. Indicate your overall rating for the
Very Effective
Effective
Ineffective
event/distance learning product
Please circle a number below
1 2 3 4 5 6 7 8 9 10
Please Return to:
Angie Rhodes
Atos Healthcare
3300 Solihull Parkway
Birmingham Business Park
Birmingham
B37 7YQ
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Appendix G Learning Aims
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Observation form
Please photocopy this page and use it for any comments and observations on this
document, its contents, or layout, or your experience of using it. If you are aware of
other standards to which this document should refer, or a better standard, you are
requested to indicate this on the form. Your comments will be taken into account at
the next scheduled review.
Name of sender:
________________________ Date: _____________
Location and telephone number:____________________________________
Please return this form to: Angie Rhodes
Training and Development Co-ordinator
Atos Healthcare
3300
Solihull
Parkway
Birmingham
Business
Park
Birmingham
B37 7YQ
CFS/FM/ME
3 Final
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Document Outline