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MASTER FACILITY LIST RESOURCE PACKAGE:Guidance for countries wanting to strengthen their MFL
FACILITATOR GUIDE FOR THE MFL TRAINING
September 2019
MASTER FACILITY LIST
RESOURCE PACKAGE
Guidance for Countries Wanting to Strengthen Their MFL
FACILITATOR GUIDE FOR THE MFL TRAINING
September 2019
Master Facility List Resource Package: guidance for countries wanting to strengthen their Master Facility List. Facilitator Guide for the MFL Training
ISBN 978-92-4-151649-5
© World Health Organization 2019
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Suggested citation. Master Facility List Resource Package: guidance for countries wanting to strengthen their Master Facility List. Facilitator Guide for the MFL Training. Geneva: World Health Organization; 2019. Licence: CC BY-NC-SA 3.0 IGO.
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CONTENTS Contents ............................................................................................................................................................. iii
Introduction ........................................................................................................................................................ 1
Introduction to Facilitator Guide ............................................................................................................... 1
MFL Training Purpose and Objectives ...................................................................................................... 1
Audience for the Training ............................................................................................................................ 1
Proposed Training Agenda .......................................................................................................................... 3
Developing an MFL action plan as part of the MFL workshop ............................................................ 4
Adapting the training to a specific country context ................................................................................. 6
Preparing the training presentation and materials .................................................................................... 6
Module 1: Introduction to the Master Facility List ....................................................................................... 9
Module 1 Learning Objectives .................................................................................................................... 9
Topics Covered .............................................................................................................................................. 9
Teaching Methods ......................................................................................................................................... 9
Materials Needed ........................................................................................................................................... 9
Suggested Resources ..................................................................................................................................... 9
Module 1 Agenda ........................................................................................................................................ 10
Module 1 Activities ..................................................................................................................................... 10
Module 2: MFL Assessment ........................................................................................................................... 10
Module 2 Learning Objectives .................................................................................................................. 11
Topics Covered ............................................................................................................................................ 11
Teaching Methods ....................................................................................................................................... 11
Materials Needed ......................................................................................................................................... 11
Suggested Resources ................................................................................................................................... 11
Module 2 Agenda ........................................................................................................................................ 11
Module 2 Activities ..................................................................................................................................... 11
Module 3: Key Considerations ....................................................................................................................... 13
Module 3 Learning Objectives .................................................................................................................. 13
Topics Covered ............................................................................................................................................ 13
Teaching Methods ....................................................................................................................................... 13
Materials Needed ......................................................................................................................................... 13
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Suggested Resources: .................................................................................................................................. 13
Module 3 Agenda ........................................................................................................................................ 13
Module 3 Activities ..................................................................................................................................... 14
Module 4: Governance .................................................................................................................................... 15
Module 4 Learning Objectives .................................................................................................................. 15
Topics Covered ............................................................................................................................................ 15
Teaching Methods ....................................................................................................................................... 15
Materials Needed ......................................................................................................................................... 15
Suggested Resources ................................................................................................................................... 15
Module 4 Agenda ........................................................................................................................................ 15
Module 4 Activities ..................................................................................................................................... 16
Module 5: Data content .................................................................................................................................. 19
Module 5 Learning Objectives .................................................................................................................. 19
Topics Covered ............................................................................................................................................ 19
Teaching Methods ....................................................................................................................................... 19
Materials Needed ......................................................................................................................................... 19
Suggested Resources ................................................................................................................................... 19
Module 5 Agenda ........................................................................................................................................ 19
Module 5 Activities ..................................................................................................................................... 20
Module 6: Geographic Coordinates .............................................................................................................. 21
Module 6 Learning Objectives .................................................................................................................. 21
Topics Covered ............................................................................................................................................ 21
Teaching Methods ....................................................................................................................................... 21
Materials Needed ......................................................................................................................................... 21
Suggested Resources ................................................................................................................................... 21
Module 6 Agenda ........................................................................................................................................ 21
Module 6 Activities ..................................................................................................................................... 22
Module 7: Establishing an MFL Dataset ...................................................................................................... 23
Module 7 Learning Objectives .................................................................................................................. 23
Topics Covered ............................................................................................................................................ 23
Teaching Methods ....................................................................................................................................... 23
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Materials Needed ......................................................................................................................................... 23
Suggested Resources ................................................................................................................................... 23
Module 7 Agenda ........................................................................................................................................ 23
Module 7 Activities ..................................................................................................................................... 24
Module 8: Establishing A Facility Registry Service ..................................................................................... 25
Module 8 Learning Objectives .................................................................................................................. 25
Topics Covered ............................................................................................................................................ 25
Teaching Methods ....................................................................................................................................... 25
Materials Needed ......................................................................................................................................... 25
Suggested Resources ................................................................................................................................... 25
Module 8 Agenda ........................................................................................................................................ 25
Module 8 Activities ..................................................................................................................................... 26
Module 9: Maintaining the MFL .................................................................................................................... 27
Module 9 Learning Objectives .................................................................................................................. 27
Topics Covered ............................................................................................................................................ 27
Teaching Methods ....................................................................................................................................... 27
Materials Needed ......................................................................................................................................... 27
Suggested Resources ................................................................................................................................... 27
Module 9 Agenda ........................................................................................................................................ 27
Module 9 Activities ..................................................................................................................................... 28
Module 10: Sharing the MFL ......................................................................................................................... 29
Module 10 Learning Objectives ................................................................................................................ 29
Topics Covered ............................................................................................................................................ 29
Teaching Methods ....................................................................................................................................... 29
Materials Needed ......................................................................................................................................... 29
Suggested Resources ................................................................................................................................... 29
Module 10 Agenda: ..................................................................................................................................... 29
Module 10 Activities ................................................................................................................................... 30
Final Session: Training Recap and Next Steps ............................................................................................ 31
Final Session Learning Objectives ............................................................................................................ 31
Topics Covered ............................................................................................................................................ 31
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Teaching Methods ....................................................................................................................................... 31
Materials Needed ......................................................................................................................................... 31
Suggested Resources ................................................................................................................................... 31
Final Session Agenda .................................................................................................................................. 31
Appendices ........................................................................................................................................................ 32
Appendix J: Evaluate the Workshop Modules ............................................................................................ 53
FACILITATOR GUIDE FOR THE MFL TRAINING
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INTRODUCTION Introduction to Facilitator Guide
This facilitator guide is for persons who will facilitate the Master Facility List (MFL) Training and is intended to help guide the preparation and delivery of the training. This guide is part of a package of training materials that includes 10 PowerPoint presentations and resource materials located in the appendices of this guide. The training builds on detailed guidance found in the Master Facility List Resource Package: Guidance for Countries Wanting to Strengthen their MFL.1 It is imperative that training facilitators familiarize themselves thoroughly with the contents of the MFL Resource Package prior to the training because it provides more detail than the PowerPoint presentations can convey. Facilitators should also have a general understanding of the current status of the MFL in the country targeted for this training.
MFL Training Purpose and Objectives
The purpose of the MFL Training is to aid country teams to plan for the establishment or improvement of their MFL. The training combines lectures and group activities to help participants understand all the elements of a functional MFL and guide them through a self-assessment and action planning process.
By the end of the training it is expected that participants will:
• Know the components of a functional MFL. • Be familiar with the steps needed to establish an up-to-date, and shareable MFL. • Understand the processes required to maintain an MFL over the long-term. • Have conducted an assessment of the country’s MFL and developed an action plan to
strengthen it.
Audience for the Training
This training should bring together key stakeholders who will be involved in the establishment or strengthening of the MFL. Participants can include:
• Persons who are directly involved in planning and managing the MFL • Persons who manage other facility list. • Staff from several organizations:
• Any unit in the Ministry of Health (MOH) that manages a facility list as part of the country’s information system
• Subnational-level MOH staff who support the updating of facility lists
1 http://www.who.int/healthinfo/country_monitoring_evaluation/mfl/en/
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• Staff from non-government organizations that support information systems that incorporate facility lists, such as the Health Management Information System (HMIS) or the Logistics Management Information System (LMIS)
• Donors and partners that support an MFL • Decision-makers and staff who can move action planning forward after completing the
training
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Proposed Training Agenda2 Day 1 Session Description Comments 30 min Welcome
Introductions Review training objectives, participant expectations,
and training agenda Discuss training logistics
75 min Module 1: Introduction to a Master Facility List (MFL) 15 min BREAK 30 min Module 1: Presentation on status of country’s MFL
Key accomplishments Key challenges Planned next steps
Discussion
Pre-arrange for someone to prepare and deliver this presentation.
60 min Module 2: MFL Assessment Introduce process for developing an action plan
60 min LUNCH 90 min Module 3: Key Considerations 15 min BREAK 55 min Module 3: Key Considerations (continued) Day 2 Description Comments 15 min Recap of Day 1, Modules 1–3 90 min Module 4: Governance 15 min BREAK 80 min Module 4: Governance (continued) LUNCH 90 min Module 5: MFL Data Content 15 min BREAK 75 min Module 5: MFL Data Content (continued) Day 3 Description Comments 15 min Recap of Day 2, Modules 4–5 70 min Module 6: Geographic Coordinates 15 min BREAK 145 min Module 7: Establishing an MFL Dataset 60 min LUNCH 85 min Module 8: Establishing a Facility Registry Service 15 min BREAK 85 min Module 8: Establishing a Facility Registry Service (continued) Day 4 Description Comments 15 min Recap of Day 3, Modules 6–8 90 min Module 9: Maintaining the MFL 15 min BREAK 60 min Module 9: Maintaining the MFL (continued) 60 min LUNCH 60 min Presentation of the current maintenance procedures Pre-arrange for someone to
prepare and deliver this presentation
30 min Module 9: Maintaining the MFL (continued)
2 Countries may decide to adapt based on status of the MFL in their country.
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15 min BREAK 60 min Module 9: Maintaining the MFL (continued) Day 5 Description Comments 15 min Recap of Day 4, Module 9 95 min Module 10: Sharing the MFL 15 min BREAK 105 min Module 10: Sharing the MFL (continued) 60 min LUNCH 60 min Final Session: Training Recap and Next Steps
What has been covered and achieved High-level review of the action plans
15 min BREAK 45 min Final Session: Prioritizing Action Plans 45 min Final Session: Next steps
Discuss plans to: Consolidate the action plans Assign roles and responsibilities Cost and prioritize activities Engage stakeholders
Obtain resources and buy-in
15 min Final session: Closing remarks and evaluation Developing an MFL action plan as part of the MFL workshop One of the objectives of the MFL Training is to draft a preliminary action plan to help guide improvements toward a functional MFL.
To achieve this, participants will conduct various activities and small group work sessions to assess the current status of the MFL and identify gaps. Over the course of the training, participants will use checklists and engage in various activities that will help assess the MFL. Participants will then work in groups to outline key actions that are needed to strengthen or improve the country’s MFL.
The aim is for participants, after the training, to engage key leaders to build on the results achieved in this training workshop and further develop the action plan, prioritize the tasks, and mobilize resources to support the implementation of the action plan.
The following text box shows an outline for assessment and action planning activities throughout the training. This action planning process is introduced at the end of Module 2. The text throughout the training refers to numerous checklists, which appear in the following appendixes:
• Appendix A: Key Considerations for the MFL Checklist • Appendix B: Governance Checklist • Appendix C: Data Content Checklist • Appendix D: Geographic Coordinates Checklist • Appendix E: Facility Registry Service Checklist • Appendix F: MFL Maintenance Checklist • Appendix G: MFL Sharing Checklist
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MFL assessment and action planning activities throughout the training
Module 2. Assessment • Identify the facilities lists being used in the country.
Module 3. Key Considerations • Discuss a vision for the MFL. • Participants use the Key Considerations Checklist (Appendix A) to identify gaps and create
an action plan.
Module 4. Governance • Participants participate in a MFL stakeholders analysis • Participants use the Governance Checklist (Appendix B) to identify gaps and create an
action plan.
Module 5. Data Content • Participants use Data Content Checklist (Appendix C) if an MFL exists.
o Checklist completed only if MFL exists • If no MFL exists, participants will be instructed to fill out the checklist for each of the main
facility lists in the country after the training is complete.
Module 6. Geographic Coordinates • Participants use the Geographic Coordinates Checklist (Appendix D) to identify gaps and
create an action plan.
Module 7. Establishing an MFL Dataset • Identify the specific steps needed to establish an MFL dataset or fill in gaps in the existing
MFL dataset.
Module 8. Establishing a Facility Registry • Participants use the Facility Registry Checklist (Appendix E) to identify gaps and create an
action plan.
Module 9: Maintain the MFL • Participants use the MFL Maintenance Checklist (Appendix F) to identify gaps and create
an action plan.
Module 10: Sharing the MFL • Participants use the MFL Data Sharing Checklist (Appendix G) to identify gaps and create
an action plan.
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Adapting the training to a specific country context The MFL training materials have been developed to fit a wide range of country contexts; however, not all countries are at the same phase of MFL development, and some topics may be less relevant than others. Use the following options to adapt the training:
• Make activities more country-specific. • Abbreviate certain modules. We recommend not excluding them altogether to better present a
comprehensive picture of the MFL. The assessments and action planning in modules that are less applicable may reveal aspects that need to be strengthened.
• Intersperse presentations with participation of local partners to describe work they have done on their facility lists.
• Invite guests from other countries to discuss how they have strengthened their MFL.
Preparing the training presentation and materials
In-person trainings require advance preparation to be successful. Facilitators can use this abbreviated timeline, beginning at least six weeks before the workshop to prepare.
Six to eight weeks before the training:
• Become familiar with contents of the MFL Resource Package. • Define specific training objectives and outputs for the country targeted for this training. • Identify training facilitators. • Select the number and type of participants to invite, which may depend of the budget
available.
Three to four weeks before the training:
• Confirm facilitators and send them the MFL Resource Package and training materials. • Identify a person to give a 30 minute presentation on the current status of the MFL in the
country (see Module 1) and a person to present on current MFL maintenance procedures (see Module 9).
• Reserve the venue and equipment. • Review training materials and adapt to the country context, if needed. • Send out invitations.
Two weeks before the training:
• Finalize the agenda and update with facilitator assignments. • Finalize training materials, if adapted to a specific country. • Send out MFL Resource Package to participants so they can familiarize themselves with
content.
One week before the training:
• Confirm equipment needed with facilitators and the venue staff. • Confirm participant attendance.
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• Convene facilitators to review and discuss the training objectives and session assignments and timing. Assign timekeepers and note takers for group sessions.
• Print handouts for participant notebooks. • Purchase supplies: flip charts; handout notebooks; marker pens, pencils and pens; name tags,
small sticky note pads.
One day before the training:
• Check all equipment to ensure it is working properly. • Check electronic versions of training materials are complete • Pack all materials.
Day of the training:
• Set up the room in a configuration with small round tables for group work. • Set up a table for facilitators for handouts and supplies.
Tasks for the training coordinator:
• Discuss logistical issues, such as break times, bathroom locations, and class courtesy. • Distribute the course evaluation at the end of the training. • Facilitate a debriefing for facilitators at the end of each day and prepare a recap to be
delivered the next day. • Load slide presentations for each speaker. • Problem solve needs for supplies, more handouts, and technology assistance. • Work with the venue management on participants’ special needs (e.g., special meal choices)
and facilitators’ tools (e.g., microphone). • Keep things running on time. Alert people when to return from breaks, and then round
them up if necessary. Use the laminated time cards to keep presentations on time. • Make note of questions that cannot be answered during the discussions, and work with
facilitators to prepare the answers for the following day. • Note changes needed for subsequent training. • Ensure all group work is properly documented. Collect action planning forms and flip chart
notes at the end of each session, label and organize them. Type notes from all sessions daily.
Materials required:
• Facilitator guide • Flip charts and colored makers • Folders, pens and pencils, small sticky note pads, and writing paper • Printouts of slide presentation, checklists, action planning forms • Copies of the MFL Resource Package (separate document, available here) in print or digital
format • Name tags • Projector and computer with PowerPoint slides loaded
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MODULE 1: INTRODUCTION TO THE MASTER FACILITY LIST Estimated time, 105 minutes
Module 1 Learning Objectives
• Define a Master Facility List (MFL). • Describe the advantages of an MFL. • Describe the components of an MFL. • Define a functional MFL. • Define key concepts related to an MFL.
Topics Covered
• Definitions, purpose of an MFL, overview of what is needed for a functional MFL
Teaching Methods
• Lecture • Discussion • Questions and answers
Materials Needed
• PowerPoint presentation: Module 1, Introduction to the MFL • Flip charts • Markers • Copies of the MFL Resource Package to distribute to participants
Suggested Resources
None necessary
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Module 1 Agenda
Time Title and description Methods 5 min Introduction and learning objectives Lecture slides 1-3 30 min Activity 1: What is an MFL? What are the benefits
of an MFL? Ask participants, Lecture slides 4-6
15 min Characteristics of a functional MFL Lecture slides 7-9 15 min Questions and answers 10 min Overview of the MFL Resource Package Lecture slides 10-11 30 min Presentation on status of country’s MFL
Key accomplishments Key challenges Planned next steps
Discussion
Pre-arrange for someone to prepare and deliver this presentation
Ask participants for brief comments and questions
Module 1 Activities
Activity 1. What is an MFL? What are the benefits of an MFL? (30 min)
• In plenary, ask participants to state what an MFL is. • Write responses on a flip chart. Ask if other participants have different definitions or
thoughts. Keep asking until no one adds a response. • Next, ask participants to state what they think are the benefits of having an MFL. Write
responses on a flip chart. Ask if others have different thoughts. Keep asking until no one adds a response.
• Show Lecture slide 5 and read aloud the definition of an MFL. Compare that definition to participant responses, noting differences.
• Show Lecture slide 6, read it aloud, and compare it to the participant responses, noting differences.
Presentation on Status of Country’s MFL (30 min)
• Prior to the training, identify a person to 30 minute presentation on the country’s current MFL status. The presentation should focus on:
o Key accomplishments o Key challenges o Planned next steps o Group discussion and questions
• Reserve time for questions and answers from participants following the presentation.
MODULE 2: MFL ASSESSMENT Estimated time, 60 minutes
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Module 2 Learning Objectives
• Understand the purpose of an MFL assessment. • Identify and define the different MFL components that need to be assessed. • Describe how to implement an MFL assessment.
Topics Covered
• Purpose of an MFL assessment, description of the assessment focus areas.
Teaching Methods
• Lecture • Plenary discussion • Questions and answers
Materials Needed
• PowerPoint presentation: Module 2, MFL Assessment • Projector • Flip charts and markers
Suggested Resources
• None necessary
Module 2 Agenda
Time Title and description Methods 5 min Introduction and learning objectives Lecture slides 1–4 5 min Overview of MFL assessment Lecture slides 5–9 15 min Assessment focus areas Lecture slides 10–21 20 min Activity 1: What facility lists exist? Plenary activity 15 min Introduction to action planning process Lecture slides 23–26
Distribute a blank action planning form to each participant, discuss content
Module 2 Activities
Activity: What facility lists exist? (20 min)
This activity is intended to help participants to take stock of all the facility lists and become aware of redundancies and duplication of efforts in maintaining separate lists.
• In plenary, ask participants to name all the facility lists that they know are used in their country and ask who owns or manages the list (15 min).
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• Ask participants to discuss whether these lists are synced to each other or to an MFL. Ask participants how the data in the different lists are kept updated.
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MODULE 3: KEY CONSIDERATIONS Estimated time, 145 minutes
Module 3 Learning Objectives
• Know decisions that need to be made on key MFL considerations. • Describe a vision for the MFL. • Identify gaps in key considerations.
Topics Covered
• Key MFL considerations • MFL vision statement • Gaps in key considerations
Teaching Methods
• Lecture • Small group activity • Plenary discussion
Materials Needed
• PowerPoint presentation: Module 3 Key Considerations • Projection equipment • Large pad of paper, poster board, or flip chart • Marking pens, pens, or pencils • Key Considerations Checklist (Appendix A) • MFL Action Planning Form (Appendix H)
Suggested Resources:
• Tanzania Data Management and Maintenance Workflows • Examples of user requirements for an MFL (OHIE)
Module 3 Agenda
Explain that the Key Considerations module introduces important factors that must be taken into account when establishing or strengthening an MFL. Many topics covered in this module are covered in detail in later modules. Points for discussion are located in the notes section of the slides.
Time Title and description Methods 20 min Introduction to the Key
Considerations module Lecture slides 1–7, discussion
30 min Activity 1. Vision statement Group discussion
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30 min Details for individual key considerations
Lecture slides 9–17, discussion
5 min Summary and conclusions; review topics to be discussed in subsequent modules
Lecture slide 18
60 min Activity 2: Action planning Small group work
Module 3 Activities
Activity 1. Discuss Lecture slide 8: Define a vision for the country’s MFL and prepare a vision statement (30 minutes)
• In small groups, discuss the following questions: o What role will the MFL play in the overall health system? o What role will the MFL have as part of a broader eHealth strategy? o How is the MFL expected to contribute to the generation of strategic information?
• Ask participants to work in small groups for 10 minutes to write themes and key words on flip charts for later reference. Compare to the checklist on slide 6. Ask groups to use the key words to write a vision statement (10 minutes). Allow 10 minutes to report back (may have to limit the number of groups that report back).
Use the discussion to develop an MFL vision statement that reflects the interests of various stakeholders and describes how the MFL will function in a best-case scenario. Explain that a technology vision statement is a useful tool to ensure that multiple stakeholder goals align with the overall MFL vision. Describe how a technology vision statement succinctly outlines MFL objectives that include the interests of government officials, implementing partners, and donors.
• Describe this example vision statement: The Ministry of Health of [Country Name] will have an up-to-date list of all health facilities in the country that is shareable with other government agencies, implementing partners, donors, and citizens in a standardized manner. The MFL administrators will be supported by up-to-date technology that ensures provision of quality services that are efficient and cost-effective.
• Keep the vision statement posted for reference throughout the rest of the training.
Activity 2. Action planning, Lecture slide 19 (60 minutes)
• Divide participants into four to six groups and ask them to fill out the Key Considerations Checklist (Appendix A) and summarize the key gaps identified (20 minutes). Ask the groups to fill out the Action Planning Form to list the key actions needed to bridge the identified gaps (10 minutes).
• Ask groups to report to plenary on the key gaps and proposed actions. Allow time for discussion (30 minutes).
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MODULE 4: GOVERNANCE Estimated time, 170 minutes
Module 4 Learning Objectives
• Define governance and its importance. • Identify leadership and their roles and responsibilities for the MFL. • Describe stakeholder engagement in the MFL. • Identify policies in place and needed for the MFL governance. • Describe sustainability for the MFL.
Topics Covered
• Describe MFL governance. • List key elements necessary to set up the MFL governance. • List potential challenges to establishing and maintaining MFL governance.
Teaching Methods
• Facilitator presentations • Activities • Group work • Participant presentations • Plenary discussions
Materials Needed
• PowerPoint slide presentation (Module 4: Governance) • Flip chart paper • Markers • Sticky notes • Projection equipment • Governance checklist (Appendix B) • Action Planning Form (Appendix H)
Suggested Resources
• Ghana eHealth Strategy • WHO National eHealth Strategy Toolkit
Module 4 Agenda
Time Title and description Methods 5 min Introduction to Governance Lecture slides 3–7
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15 min Overview of Key Elements for Governance: Leadership and Stakeholder Engagement
Lecture slides 8–17
15 min Activity 1: Stakeholder Engagement
Lecture slide 18, plenary activity
15 min Overview of Key Elements for Governance: Policy Environment and Institutionalization and Sustainability
Lecture slides 23–28
10 min Addressing Potential Challenges
Lecture slides 29–30
30 min Activity 2: Stakeholder Analysis
Lecture slides 31–34, small group work
80 min Activity 3: Action Planning Lecture slide 35, small group work
Module 4 Activities
Activity 1. Stakeholder engagement (15 minutes)
• In plenary, ask participants to identify existing and potential MFL stakeholders, thinking about those who can influence the MFL and those who would benefit from the MFL.
• Set up four flip charts. Ask participants to identify stakeholders in each of these four categories:
o Stakeholders involved in MFL management, governance, operation, and institutionalization
o MFL data consumers o Stakeholders who can provide resources to the MFL, including funding and staffing o Stakeholders who can provide technical assistance to the MFL
• Determine if any key stakeholders are missing from the list.
Activity 2. Stakeholder analysis (30 minutes)
• Divide participants into small groups to perform an MFL stakeholder analysis. Assign each group with three to four stakeholders identified in Activity 1.
• Ask the groups to fill the Stakeholder Engagement Table (located in Appendix I). For each stakeholder assigned, they will list the following information:
o Stakeholder name o Role and contribution to MFL o Degree of interest (high, medium, low) o Involvement (high, medium, low) o Importance to the stakeholder o Support the stakeholder can lend to the project o Roadblocks the stakeholder could present for the project
• In plenary, ask each group to present their work, followed by a discussion, if time allows.
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• Optional add-on activity (if extra time, approximately 20 minutes): Ask the group to use the stakeholder analysis to create a stakeholder matrix divided into high, medium, and low involvement and high, medium, and low interest.
o High, medium, and low involvement: Rate the stakeholder on the degree of involvement and amount of MFL influence and governance.
o High, medium, low interest: Rate the stakeholder on the degree of interest and benefit derived from the MFL.
• Write each stakeholder on a sticky note and place it in the matrix plot:
• Ask the groups to discuss their placement, compared to the matrix in Lecture slide 34 that shows how to engage stakeholders.
Activity 3. Action planning (80 minutes)
Ask participants to divide into four to six groups and fill out the Governance Checklist (Appendix B). Ask groups to summarize the key gaps identified (30 minutes). Ask groups to fill out the Action Planning Form (Appendix H) to prepare a list of key actions to bridge the
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identified gaps (20 minutes). Ask groups to report to plenary on these key gaps and proposed actions. Allow time for discussion (30 minutes).
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MODULE 5: DATA CONTENT Estimated time, 165 minutes
Module 5 Learning Objectives
• Explain the difference between the signature and service domains and the type of data elements contained in each.
• Describe best practices for deciding which data to include in the MFL. • Discuss tradeoffs between including optional data elements and data collection costs. • Discuss the importance of data specifications and international standards.
Topics Covered
• Signature domain data elements • Service domain data elements • Data specifications
Teaching Methods
• Lecture • Group activities • Group discussion
Materials Needed
• PowerPoint presentation: Module 5 Data Content • Projection equipment • Large pad of paper, poster board, or flip chart • Marking pens, pens, or pencils • Data Content Checklist (Appendix C) • Action Planning From (Appendix H)
Suggested Resources
• Haiti MFL Codebook • Tanzania Health Facility List Data Specification • Rwanda Registry Specification (see page 17)
Module 5 Agenda
Time Title and description Methods 10 min What do we mean by MFL
data content?: Define data content and describe best practices
Lecture slides 1–7
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30 min MFL data domains: signature and service domains
Lecture slides 8–12
15 min Activity 1: Keeping the service domain manageable and sources of service domain data
Group discussion, Lecture slide 13
30 min Data specifications and standards
Lecture slides 14–16
10 min Activity 2: Review samples of data specifications
Discussion, Lecture slide 17
5 min Summary and conclusions Lecture slide 18 65 min Activity 3: Action planning Plenary and small group work
Module 5 Activities
Activity 1. Discuss keeping the service domain manageable and finding sources of service domain data (15 min):
• Hold discussions in plenary or small groups, depending on the workshop size and facilitator availability, to explore examples of facility data that remain relatively constant over time and compare to data that can change often (signature data compared to service data).
• Discuss other information systems in the country that may include facility data, such as HMIS and RHIS.
• Discuss potential data sources for service data.
Activity 2. Review resources on data specifications (15 min):
• Review these resources, which were downloaded before the training began: o Haiti MFL Codebook o Tanzania Health Facility List Data Specifications o Rwanda Registry Specification (pg 17)
Activity 3. Action planning (65 min):
• In plenary, distribute and review the Data Content Checklist (Appendix C). • If the country has a MFL, break into small groups to complete the checklist referring only to
the MFL (not any other facility lists), and summarize the key gaps identified (30 minutes). Groups then fill the Action Planning Form (Appendix H) to prepare a list of key actions to bridge the identified gaps (15 minutes). Groups report back to plenary on these key gaps and proposed actions. Allow time for discussion (20 minutes).
• If the country does not yet have a MFL, explain that it will be necessary to identify the main facility lists in the country and to assess each list using the Data Content Checklist (Appendix C). Explain that this activity is time consuming and will not be done during the training, but emphasize that this step needs to be added to the Action Planning Form.
21
MODULE 6: GEOGRAPHIC COORDINATES Estimated time, 70 minutes
Module 6 Learning Objectives
• Describe geographic coordinates and their importance in an MFL. • Outline the steps for implementing geographic coordinates in an MFL.
Topics Covered
• Assigning valid geographic coordinates to the MFL
Teaching Methods
• Facilitator presentations • Group work • Plenary discussions
Materials Needed
• PowerPoint presentation (Module 6: Geographic Coordinates) • Flip chart paper • Markers • Projection equipment • Handouts (MFL Training Geographic Coordinates Checklist)
Suggested Resources
• None necessary
Module 6 Agenda
Time Title and description Methods 5 min Introduction to Geographic
Coordinates Lecture slides 5–8
35 min Overview of steps for implementation
Lecture slides 9–22
10 min Activity 1: What steps on the checklist need to be done for valid geographic coordinates?
Lecture slides 23–24, group discussion
20 min Activity 2: Action planning Small group work
22
Module 6 Activities
Activity 1: Steps needed for valid geographic coordinates (10 minutes)
• In plenary, discuss which steps in the following list need to be addressed for valid geographic coordinates for the country’s MFL:
o Define the geographic schema. o Define the level of accuracy required. o Select the people responsible for geographic coordinates. o Determine data sources to obtain geographic coordinates. o Conduct primary data collection. o Validate the geographic coordinates. o Maintain the geographic coordinates in the MFL. o Decide how widely to share the geographic coordinates. o Determine if there are gaps in the current MFL for geographic coordinates? o Assess what has been achieved to date. o Determine what is plausible in the country’s context for creating and maintaining
geographic coordinates. • In plenary, discuss (1) steps that have been completed and (2) steps that need to be done to
achieve valid geographic coordinates. Ask the facilitator or a volunteer to write up the two lists on a flip chart.
Activity 2: Action planning (20 Minutes):
• Ask the small groups to review the Geographic Coordinates Checklist (Appendix D) to determine the next steps needed to validate MFL geographic coordinates and prioritize them (10 minutes).
• In plenary, ask participants to harmonize next steps and determine priorities for validating geographic coordinates (10 minutes).
23
MODULE 7: ESTABLISHING AN MFL DATASET Estimated time, 145 minutes
Module 7 Learning Objectives
• Describe steps to establish an MFL dataset. • Determine which sections of this module apply to the MFL country. • Identify gaps in the country’s MFL, if applicable.
Topics Covered
• Steps and challenges to establishing an MFL dataset
Teaching Methods
• Facilitator presentation • Group discussion • Group activities
Materials Needed
• PowerPoint presentations (Module 7: Establishing an MFL Dataset) • Flip chart paper • Markers • Projection equipment
Suggested Resources
• Development of a Master Health Facility List in Nigeria • Development of a Master Health Facility List: Haiti’s Experience • Tanzania MFL Data Collection Form • Rwanda MFL Data Collection Form
Module 7 Agenda
Time Title and description Methods 10 min Introduction to establishing a
dataset Lecture slides 5–7
30 min Overview of key steps in establishing a dataset
Lecture slides 8–20
10 min Governance issues and potential challenges
Lecture slides 21–24
20 min Activity 1: Data validation Lecture slides 26–27, small group work
30 min Activity 2: Steps for establishing an MFL dataset
Lecture slides 28–29, small group work
24
45 min Activity 3: Action planning Small group work
Module 7 Activities
Activity 1. Create a data validation process (20 minutes):
• In small groups, outline a data validation process and include resources as a cross-source to check the list data, potential contacts for validation, and supervisors or officers who could perform additional data validation or collection.
• If a process already exists for the country, describe the process for data validation and continue on to the next steps.
• Point out gaps or challenges in the data validation process and provide solutions, if possible. • At the end of the process, determine if it is too costly to validate data and if collecting new
data would be a better option. • In plenary, present the data validation process.
Activity 2: Outline a data validation process (30 minutes):
• In small groups, outline a data validation process for MFL data, and include this information:
o Resources as a check for the list data (e.g., Does a list already exist? Does information need to be collected from other sources, and which ones?)
o Potential contacts for validation (e.g., facility or regional contacts that have data for each facility)
o Supervisors or officers who can perform additional data validation or collection
• In small groups, discuss the expense and feasibility of collecting new data, if that is a better option.
• In small groups, outline the data validation process on a flip chart and present it to the plenary.
• In plenary, discuss the differences and similarities among group results and validation processes. Harmonize the processes into one list, if time permits.
Activity 3. Action planning to determine the steps for establishing a complete MFL dataset (45 minutes):
• In small groups, determine which steps are needed to establish or fill gaps in the MFL dataset.
• In plenary, discuss proposed steps and approaches and fill in the Action Planning Form (Appendix H).
25
MODULE 8: ESTABLISHING A FACILITY REGISTRY SERVICE Estimated time, 170 minutes
Module 8 Learning Objectives
• Define a facility registry service. • Describe the steps in establishing a facility registry service. • Develop an action plan for launching/re-launching a facility registry service. • Articulate the process for addressing outstanding and new priorities. • Describe and identify gaps or needs in the growth and technical support plan.
• Describe common challenges and solutions in establishing a facility registry service.
Topics Covered
• Establishing and maintaining a facility registry service
Teaching Methods
• Lecture • Web search and discussion
Materials Needed
• PowerPoint presentation: Module 8 Establishing a Facility Registry Service • Projection equipment • Facility Registry Service Checklist (Appendix E) • Action Planning From (Appendix H)
Suggested Resources
• OpenHIE Facility Registry Community • Tanzania Resource Map User Guide • DHIS2 Documentation • Tanzania MFL User Requirements • Potential Use Cases for the Development of an Electronic Health Facility Registry in Nigeria • OHIE Facility Registry Service User Testing Guide • Planning an Information Systems Project - PATH
Module 8 Agenda
This module presents many opportunities for robust discussion, depending on the participants and where their countries are in the MFL process.
Time Title and description Methods 10 min Introduction of Facility Registry Service Lecture slides 1-6
26
45 min Overview of steps to establishing a Facility Registry Service
Lecture slides 7–12, discussion
30 min Activity 1. Virtual facility registry tour Web activity 15 min Review steps to configure and arrange hosting for
the Facility Registry Service Lecture slide 14–15
15 min Review steps to Launch-Iterate-Grow Lecture slides 16–19 5 min Common challenges Lecture slide 20 5 min Summary and conclusions Lecture slide 22 45 min Activity 2: Action planning Small groups
Module 8 Activities
Activity 1. Virtual tour (30 min):
• Visit some existing free Facility Registry Services: – Resource Map: http://resourcemap.instedd.org/ – DHIS 2: https://www.dhis2.org/
• Visit some implementations: o Tanzania’s HFR: http://hfrportal.ehealth.go.tz/
• Visit some Communities of Practice: o OpenHIE CoP:
https://wiki.ohie.org/display/SUB/Facility+Registry+Community
• Discuss these resources.
Activity 2: Action planning (45 minutes): Divide participants into four to six groups and ask them to fill out the Facility Registry Service Checklist (Appendix E) and then summarize the key gaps identified (15 minutes). Using the Action Planning Form (Appendix H), prepare a list of key actions to bridge the identified gaps (15 minutes). Groups report the results to the plenary, listing key gaps and proposed actions. Allow time for discussion (15 minutes).
Optional or dependent activities (20 minutes, each):
• Develop a launch action plan if a Facility Registry Service is already established or near completion.
• Listen to common challenges from representatives of another country’s MFL implementation, which can be shared virtually.
27
MODULE 9: MAINTAINING THE MFL Estimated time, 300 minutes
Module 9 Learning Objectives
• Describe the steps in maintaining the MFL. • Develop an action plan for maintaining the MFL. • Understand the inputs required for maintaining the MFL long-term. • Describe and identify gaps or needs in the maintenance plan.
• Describe common challenges and solutions in maintaining the MFL.
Topics Covered
• Steps involved in maintaining the MFL, description of maintenance processes, definitions, and common challenges
Teaching Methods
• Lecture • Group discussion • Questions and answers
Materials Needed
• PowerPoint presentation: Module 9, Maintaining the MFL • Projector • Flip charts and markers • MFL Maintenance Checklist (Appendix F) • Action Planning Form (Appendix H)
Suggested Resources
• Kenya Master Facility List Administrative Documents • Tanzania Health Facility Registry Curation Tool User Guide
Module 9 Agenda
Time Title and description Methods 5 min Introduction and learning objectives Lecture slides 1–4 25 min Processes needed for maintaining the MFL Lecture slides 5–15 60 min Activity 1: Identify skills and staffing needs for
maintaining the MFL. Small group work
60 min Activity 2: Discuss MFL workflows, data submission, approval processes, roles, and responsibilities.
Small group work
28
60 min Current maintenance procedures used or planned for the country
Seek volunteer to present
5 min Summary and conclusions 85 min Activity 3: Action planning Small group work
Module 9 Activities
Activity 1. Identify skills and staffing needs for maintaining the MFL (60 min):
• Divide participants into small groups and ask participants to write on flip charts the following two lists (20 minutes):
o Skills required to maintain an MFL
o Staffing needs at different health system levels to maintain the MFL
• In plenary, present group results (30 minutes). • Discuss whether the lists have gaps (10 minutes).
Activity 2. Discuss country MFL processes (90 min):
• In small groups, discuss and draw on flip chart page the process flow, step-by-step, for the following information: o Workflow
o Data submission
o Approvals
• Identify roles and responsibilities for each step at different system levels.
Activity 3: Action planning (85 min):
• Divide participants into four to six groups to fill out the MFL Maintenance Checklist (Appendix F) to summarize the key gaps identified (40 min).
• Ask groups to fill out the Action Planning Form (Appendix H) to list key actions to bridge the identified gaps (20 min).
• In plenary, ask groups to report results on these key gaps and proposed actions. Allow time for discussion (25 min).
29
MODULE 10: SHARING THE MFL Estimated time, 200 minutes, or longer, depending on the participants.
Module 10 Learning Objectives
• Describe three methods for sharing the MFL and discuss considerations for each method. • Discuss the benefits of sharing the MFL. • Differentiate between the types of domain users and the security requirements for each type. • List the documentation needed for data consumers. • Prepare an outline of management roles and the needs for them, including support for MFL
sharing.
Topics Covered
• Data sharing policies • Integration
Teaching Methods
• Lecture • Group discussion
Materials Needed
• PowerPoint presentation: Module 10 Sharing the MFL • Projection equipment • MFL Sharing Checklist (Appendix G) • Action Planning Form (Appendix H)
Suggested Resources
• Facility Registry API • CSD: IHE Documentation • OpenHIE Workflow: Query health worker and/or facility records
Module 10 Agenda:
This module delves into technical topics. The depth of coverage depends on participants.
Time Title and description Methods 15 min What do we mean by sharing the MFL? Lecture slides 1–7,
demonstration 5–10 min Why is sharing the MFL important? Lecture slide 8, discussion 10 min Key aspects of MFL data sharing Lecture slide 9–10 15 min Activity 1. Discuss data sharing policy Group discussion, slide 12
30
15 min Key aspects, continued Lectures slides 13–17 10 min Activity 2. Discuss types of data sharing Group discussion, slide 18 10 min Considerations for integrating the MFL: What is
integration? Lecture slides 19–20
10 min Activity 3. Discuss integration Group discussion, slide 21 20 min Considerations for integration, continued Lecture slides 22–26 5 min Management and support of data sharing Lecture slide 27 5 min Summary and conclusions Lecture slide 28 75 min Activity 4: Action planning
Module 10 Activities
Activity 1. Discuss data sharing policy (15 Min):
• Give participants a few minutes to review the existing data sharing policy. Discuss what changes might be needed. If no policy exists, discuss what information would be important to include.
Activity 2. Discuss types of data sharing (10 min):
• Discuss the pros and cons of types of data sharing. If the vision activity has been completed, discuss how the type of data sharing aligns with the vision statement.
Activity 3. Discuss integration (10 min):
• Discuss pros and cons of integrating. Who might it be important to integrate the MFL and with what systems?
Activity 4: Action planning (85 min):
• Divide participants into four to six groups and fill out the MFL Sharing Checklist (Appendix G). Ask groups to summarize the key gaps identified (40 minutes). Ask groups to fill out the Action Planning Form (Appendix H) to prepare a list of key actions to bridge the identified gaps (15 minutes). In plenary, ask groups to report on these key gaps and proposed actions. Allow time for discussion (20 minutes).
31
FINAL SESSION: TRAINING RECAP AND NEXT STEPS Estimated time, 165 minutes
Final Session Learning Objectives
• Review, at a high level, the action plans developed during the training • Discuss next steps for the MFL for refining action plans and implementing the activities
Topics Covered
• Training summary • Next steps
Teaching Methods
• Lecture • Group discussion
Materials Needed
• PowerPoint presentation: Module 10 Sharing the MFL • Projection equipment • Evaluation form
Suggested Resources
• None necessary
Final Session Agenda
Time Title and description Methods 30 min Recap of what has been covered throughout the
training
30 min High-level review and discussion of action plans developed during training
Group discussion
45 min Activity 1: Prioritizing actions Group discussion 45 min Discuss next steps for the group, including:
• Consolidating the action plans • Assigning roles and responsibilities • Costing and prioritizing activities • Engaging stakeholders in the process • Establishing resources and buy-in
Group discussion
15 min Evaluation Post training evaluation
FAC
ILITA
TOR
GUI
DE F
OR
THE
MFL
TRA
ININ
G
32
APP
ENDI
CES
A
ppen
dix
A: K
ey C
onsid
erat
ions
for t
he M
FL C
heck
list
Que
stio
n
Yes
/No
or N
A
(for
not
ap
plic
able
)
Det
ails
/Not
es
Pur
pose
of t
he M
FL
Has
a lo
ng-t
erm
vis
ion
for
the
MFL
bee
n cl
earl
y ar
ticul
ated
by
the
Min
istr
y of
Hea
lth?
Is th
ere
a w
ritt
en d
ocum
ent t
hat d
escr
ibes
the
purp
ose
of th
e M
FL
in th
e na
tiona
l hea
lth
syst
em?
N
ame
of d
ocum
ent a
nd w
here
it c
an b
e fo
und.
Ove
rall,
is th
ere
cons
ensu
s am
ong
stak
ehol
ders
on
the
purp
ose
of th
e M
FL?
Lea
ders
hip
of th
e de
velo
pmen
t pr
oces
s
Has
a s
peci
fic in
stitu
tion
or g
roup
bee
n ta
sked
with
lead
ing
the
MF
L d
evel
opm
ent?
Is a
spe
cific
inst
itutio
n or
gro
up le
adin
g th
e M
FL
dev
elop
men
t or
stre
ngth
enin
g it?
Inst
itut
iona
l hom
e of
the
MF
L
Has
the
inst
itutio
nal h
ome
for
the
MF
L b
een
dete
rmin
ed?
If n
o:
Is th
ere
a pr
oces
s in
pla
ce f
or m
akin
g th
is d
ecis
ion?
If y
es:
Lis
t the
inst
itutio
n an
d un
it th
at w
ill m
anag
e th
e M
FL
.
Are
ther
e co
ncer
ns th
at th
e in
stitu
tiona
l hom
e w
ill b
e ab
le to
do
the
follo
win
g ta
sks:
M
obili
ze r
esou
rces
in s
uppo
rt o
f th
e M
FL
?
C
oord
inat
e ac
ross
sta
keho
lder
s an
d ta
ke th
eir
need
s in
to
acco
unt?
D
edic
ate
a te
am to
the
MFL
?
C
reat
e a
team
that
has
the
nece
ssar
y da
ta m
anag
emen
t and
sk
ills
for
GIS
and
info
rmat
ion
tech
nolo
gy to
mai
ntai
n th
e M
FL?
Typ
es o
f fac
iliti
es in
clud
ed in
the
MF
L
Has
a d
ecis
ion
been
mad
e on
the
type
of
faci
litie
s to
incl
ude
in th
e M
FL
?
Wha
t typ
es o
f fa
cilit
ies
does
or
will
the
MF
L in
clud
e?
33
P
ublic
hea
lth f
acili
ties
Priv
ate
heal
th f
acili
ties
Mob
ile c
linic
s
Com
mun
ity d
ispe
nsar
ies
Com
mun
ity h
ealth
wor
ker
serv
ice
deliv
ery
poin
ts
Scho
ol c
linic
s
Pris
on c
linic
s
Mili
tary
hos
pita
ls
Pha
rmac
ies
Blo
od b
anks
Oth
er (s
peci
fy)
Wer
e ot
her
crite
ria a
re u
sed
to in
clud
e fa
cilit
ies
in th
e lis
t?
(If
any
of th
e fo
llow
ing
wer
e us
ed, p
leas
e pr
ovid
e ad
ditio
nal i
nfor
mat
ion.
)
O
wne
rshi
p
Loc
atio
n
Size
Serv
ices
off
ered
Oth
er (s
peci
fy)
34
App
endi
x B:
Gov
erna
nce
Che
cklis
t
Que
stio
ns
Y
es/N
o D
etai
ls/N
otes
G
over
nanc
e
Has
an
MFL
ste
erin
g co
mm
ittee
bee
n es
tabl
ishe
d?
If th
ere
is a
ste
erin
g co
mm
ittee
:
Doe
s it
incl
ude
indi
vidu
als
from
the
MO
H, t
he in
stitu
tiona
l ho
me
(dep
artm
ent o
r un
it) o
f th
e M
FL, k
ey d
ata
cons
umer
s, a
nd f
acili
ty r
egis
try
serv
ice
advi
sors
?
H
as it
dev
elop
ed a
n ov
eral
l vis
ion
for
the
MF
L a
nd it
s ro
le
in th
e br
oade
r he
alth
info
rmat
ion
syst
em?
H
as it
out
lined
a r
oadm
ap f
or a
chie
ving
that
vis
ion?
Doe
s it
have
a s
trat
egic
pla
n fo
r M
FL
impl
emen
tatio
n an
d m
anag
emen
t?
Doe
s it
have
a w
orkp
lan
and
agen
da f
or th
e ne
xt 1
2 m
onth
s?
Has
it s
ecur
ed f
undi
ng f
or th
e ne
xt 1
2 m
onth
s of
im
plem
enta
tion?
Doe
s it
mak
e cr
itica
l dec
isio
ns a
bout
the
MFL
thro
ugh
cons
ulta
tion
and
cons
ensu
s?
Doe
s it
take
lead
ersh
ip in
ass
igni
ng ta
sks
and
resp
onsi
bilit
ies
for
MF
L im
plem
enta
tion?
D
oes
it ha
ve te
rms
of r
efer
ence
(TO
Rs)
?
D
oes
it m
eet a
t lea
st q
uart
erly
to d
iscu
ss h
ow th
e M
FL
is
func
tioni
ng a
nd w
hat i
mpr
ovem
ents
are
nee
ded?
Is th
ere
a lis
t of
curr
ent a
nd p
oten
tial M
FL d
ata
cons
umer
s?
Hav
e th
e ke
y M
FL
sta
keho
lder
s, in
clud
ing
faci
lity
list m
anag
ers
and
data
con
sum
ers,
be
en e
ngag
ed in
dis
cuss
ions
aro
und
the
MFL
?
W
ere
they
con
sulte
d ab
out i
mpo
rtan
t dec
isio
ns r
egar
ding
th
e co
nten
t of
the
MFL
?
W
ere
they
con
sulte
d re
gard
ing
the
requ
irem
ents
for
the
faci
lity
regi
stry
?
Do
data
con
sum
ers
have
a v
oice
in s
hapi
ng h
ow th
e M
FL is
impl
emen
ted?
Is th
ere
a na
tiona
l aut
horit
y re
spon
sibl
e fo
r th
e M
FL
? If
yes
, who
?
Is th
ere
an in
stitu
tiona
l hom
e fo
r th
e M
FL?
If y
es, w
here
?
Is th
ere
a te
chni
cal w
orki
ng g
roup
that
mee
ts r
egul
arly
to d
iscu
ss h
ow th
e M
FL
is
func
tioni
ng a
nd w
hat i
mpr
ovem
ents
are
nee
ded?
35
Is th
ere
over
sigh
t of
the
MF
L to
ens
ure
that
peo
ple
are
carr
ying
out
thei
r ro
les
and
resp
onsi
bilit
ies?
Doe
s th
e go
vern
ing
body
reg
ular
ly c
onsi
der
how
the
MF
L f
its in
with
oth
er h
ealth
in
form
atio
n sy
stem
s in
the
coun
try?
Is th
ere
a co
sted
str
ateg
ic p
lan
for
the
MF
L?
Are
ther
e te
rms
of r
efer
ence
or
stan
dard
ope
ratin
g pr
oced
ures
to g
uide
the
proc
esse
s to
es
tabl
ish
and
mai
ntai
n th
e M
FL?
Wha
t cha
lleng
es e
xist
, or
do y
ou f
ores
ee c
halle
nges
, tha
t are
rel
ated
to th
e go
vern
ance
of
the
MF
L?
Pol
icy
envi
ronm
ent
Is th
ere
a m
anda
te f
or M
FL
impl
emen
tatio
n?
Is th
e M
FL
par
t of
the
coun
try’
s br
oade
r he
alth
info
rmat
ion
syst
em s
trat
egic
pla
n?
Is th
ere
a na
tiona
l doc
umen
t tha
t des
crib
es h
ealth
fac
ility
cla
ssifi
catio
ns f
or th
e co
untr
y?
(Nam
e, p
ublic
atio
n da
te)
If
yes
, can
it b
e us
ed f
or th
e M
FL
?
Is th
ere
a na
tiona
l doc
umen
t tha
t spe
cifie
s th
e re
quire
men
ts f
or a
hea
lth f
acili
ty to
be
cons
ider
ed f
unct
iona
l? (N
ame,
pub
licat
ion
date
)
If
yes
, can
it b
e us
ed f
or th
e M
FL
?
Wha
t is
the
natio
nal a
utho
rity
res
pons
ible
for
the
regu
latio
n of
hea
lth f
acili
ties?
O
peni
ngs
and
clos
ings
Acc
redi
tatio
n
Can
the
natio
nal a
utho
rity
reg
ular
ly s
hare
info
rmat
ion
to
help
upd
ate
the
MF
L?
How
can
the
info
rmat
ion
be s
hare
d (e
.g.,
syst
em
inte
grat
ion
or f
ile s
harin
g th
roug
h em
ail)
Is th
ere
a na
tiona
l e-H
ealth
str
ateg
y do
cum
ent?
(Nam
e, p
ublic
atio
n da
te)
If
yes
, was
it r
evie
wed
to d
eter
min
e ho
w it
aff
ects
the
MF
L
and
faci
lity
regi
stry
?
Is th
ere
a na
tiona
l ope
n da
ta p
olic
y? (n
ame
and
publ
icat
ion
date
)
If
yes
, was
it r
evie
wed
to d
eter
min
e ho
w it
aff
ects
the
MF
L
and
faci
lity
regi
stry
?
Is th
ere
a na
tiona
l pol
icy
abou
t dat
a sh
arin
g? (n
ame
and
publ
icat
ion
date
)
If
yes
, was
it r
evie
wed
to d
eter
min
e ho
w it
aff
ects
the
MF
L
and
faci
lity
regi
stry
?
Is th
ere
a na
tiona
l pol
icy
on h
ostin
g of
hea
lth d
ata?
(nam
e an
d pu
blic
atio
n da
te)
36
If
yes
, was
it r
evie
wed
to d
eter
min
e ho
w it
aff
ects
the
MF
L
and
faci
lity
regi
stry
?
Do
othe
r ex
istin
g po
licie
s ap
ply
to th
e es
tabl
ishm
ent a
nd m
aint
enan
ce o
f an
MF
L?
(nam
e an
d pu
blic
atio
n da
te o
f ea
ch)
MF
L s
trat
egy
Is th
ere
an M
FL s
trat
egy?
If
yes,
doe
s it
answ
er th
e fo
llow
ing
ques
tions
:
W
ho is
res
pons
ible
for
impl
emen
tatio
n, o
vers
ight
, re
visi
ons,
and
upd
ates
to th
e M
FL
str
ateg
y?
Who
is a
ccou
ntab
le f
or th
e M
FL a
nd th
e fa
cilit
y re
gist
ry
serv
ice
that
hou
ses
it?
Who
is r
espo
nsib
le f
or d
efin
ing
requ
ired
MF
L d
ata
elem
ents
?
How
re
upda
tes
to th
e M
FL
mad
e?
How
are
acc
ess
and
data
sha
ring
gra
nted
?
Wha
t fun
ding
mec
hani
sm e
xist
s fo
r re
curr
ing
cost
s fo
r M
FL
mai
nten
ance
and
con
stra
ints
ass
ocia
ted
with
the
fund
ing?
Wha
t is
the
requ
ired
leve
l of
coor
dina
tion
amon
g st
akeh
olde
rs n
eede
d to
est
ablis
h, m
aint
ain,
and
sus
tain
the
MFL
?
App
endi
x C
: Dat
a C
onte
nt C
heck
list
To
be f
illed
out
for
the
MF
L o
r fo
r ot
her
faci
lity
list r
evie
wed
whe
n se
ekin
g to
est
ablis
h or
com
plet
e an
MF
L.
Que
stio
n
Yes
/No
Det
ails
/Not
es
Lis
t co
nten
t an
d co
mpl
eten
ess
NA
ME
OF
TH
E L
IST
:
Who
ow
ns th
e lis
t?
Wha
t ins
titut
ion
and
team
man
ages
the
list c
onte
nt?
Wha
t is
the
purp
ose
of th
is f
acili
ty li
st a
nd w
hat i
s it
used
for
?
Wha
t fac
ility
info
rmat
ion
is in
clud
ed in
the
list?
Che
ck a
ll th
at a
pply
and
add
com
men
t as
nee
ded.
Si
gnat
ure
Dom
ain
37
Uni
que
faci
lity
iden
tifie
r
Fac
ility
nam
e
Fac
ility
type
Ow
ners
hip
or m
anag
ing
auth
ority
Adm
inis
trat
ive
area
s
Loc
atio
n or
add
ress
Geo
grap
hic
coor
dina
tes
Con
tact
info
rmat
ion—
tele
phon
e nu
mbe
r
Con
tact
info
rmat
ion—
emai
l add
ress
Ope
ratio
nal s
tatu
s
Dat
a ye
ar
Serv
ice
Dom
ain
Serv
ices
off
ered
Num
ber
of b
eds
Hum
an r
esou
rces
(e.g
., #
of
doct
ors,
# o
f nu
rses
)
Infr
astr
uctu
re: #
of
inpa
tient
bed
s or
cot
s, in
clud
ing
mat
erni
ty
Oth
er (s
peci
fy)
Wha
t typ
es o
f fa
cilit
ies
are
incl
uded
in th
e lis
t? (N
ote:
For
the
MF
L, t
his
info
rmat
ion
is
incl
uded
in th
e K
ey C
onsi
dera
tions
Che
cklis
t)
P
ublic
hea
lth f
acili
ties
Priv
ate
heal
th f
acili
ties
Mob
ile c
linic
s
Com
mun
ity d
ispe
nsar
ies
Com
mun
ity h
ealth
wor
ker
serv
ice
deliv
ery
poin
ts
Scho
ol c
linic
s
Pris
on c
linic
s
Mili
tary
hos
pita
ls
Pha
rmac
ies
Blo
od b
anks
Oth
er (s
peci
fy)
38
Wer
e ot
her
crite
ria a
re u
sed
to in
clud
e fa
cilit
ies
in th
e lis
t?
If a
ny o
f th
e fo
llow
ing
are
used
, ple
ase
prov
ide
addi
tiona
l inf
orm
atio
n.
O
wne
rshi
p
Loc
atio
n
Size
Serv
ices
off
ered
Oth
er (s
peci
fy)
How
man
y en
trie
s ar
e in
the
list?
Wha
t is
the
geog
raph
ic c
over
age
of th
e lis
t?
Wha
t is
the
list’s
leve
l of
com
plet
enes
s?
F
acili
ties
mis
sing
fro
m th
e lis
t (In
dica
te #
or
%, b
y ty
pe if
po
ssib
le)
Fie
lds
mis
sing
dat
a (I
ndic
ate
field
s m
ost o
ften
inco
mpl
ete)
Are
ther
e ob
viou
s er
rors
in th
e lis
t dat
a?
Usi
ng a
bas
ic o
nlin
e m
ap, d
o th
e fa
cilit
y lo
catio
ns a
ppea
r to
be
corr
ect?
Is th
ere
a da
ta s
peci
ficat
ion
guid
e or
dat
a di
ctio
nary
? (I
ndic
ate
docu
men
t nam
e,
publ
icat
ion
date
)
If
yes
, was
it r
evie
wed
to d
eter
min
e if
it m
atch
es
spec
ifica
tions
and
sta
ndar
ds d
efin
ed f
or th
e M
FL
?
How
is th
e un
ique
fac
ility
iden
tifie
r as
sign
ed?
Do
the
IDs
depe
nd o
n ad
min
istr
ativ
e in
form
atio
n? (e
.g.,
prov
ince
or
dist
rict)
Whe
n w
as th
e lis
t las
t upd
ated
?
Dur
ing
the
mos
t rec
ent u
pdat
e, w
as th
e lis
t upd
ated
in it
s en
tiret
y?
fo
r al
l fac
ilitie
s?
fo
r al
l dat
a el
emen
ts?
Wer
e th
e da
ta v
alid
ated
fol
low
ing
the
mos
t rec
ent u
pdat
e? I
f so
, how
and
by
who
m?
Who
use
s th
e lis
t?
Who
has
acc
ess
to th
e fa
cilit
y lis
t?
Who
fun
ds th
e m
aint
enan
ce o
f th
e lis
t?
Wha
t sof
twar
e is
use
d to
sto
re th
e fa
cilit
y lis
t?
Wha
t pro
cedu
res
and
wor
kflo
ws
are
used
to u
pdat
e th
e lis
t?
39
Are
thes
e pr
oced
ures
doc
umen
ted?
If a
n M
FL
exi
sts,
doe
s th
is li
st p
ull d
ata
from
the
MFL
? If
yes
, wha
t dat
a?
Is th
e lis
t lin
ked
to o
ther
sys
tem
s? I
f ye
s, p
leas
e sp
ecify
the
syst
ems
by ty
pe.
App
endi
x D:
Geo
grap
hic
Coo
rdin
ates
Che
cklis
t
Que
stio
n
Yes
/No
Det
ails
/Not
es
Lis
t C
onte
nt a
nd C
ompl
eten
ess
NA
ME
OF
TH
E L
IST
:
Do
all f
acili
ties
in th
e lis
t hav
e ge
ogra
phic
coo
rdin
ates
?
Is th
e da
te th
e co
ordi
nate
s w
ere
colle
cted
ava
ilabl
e?
Is th
e m
etho
d us
ed to
col
lect
the
geog
raph
ic c
oord
inat
es k
now
n?
Is th
e pr
ecis
ion
of th
e ge
ogra
phic
coo
rdin
ates
con
sist
ent a
cros
s fa
cilit
ies?
Hav
e th
e ge
ogra
phic
coo
rdin
ates
eve
r be
en v
alid
ated
?
H
as th
is v
alid
atio
n be
en d
one
for
all f
acili
ties
in th
e lis
t?
Whe
n w
ere
thes
e da
ta v
alid
ated
?
App
endi
x E:
Fac
ility
Reg
istry
Ser
vice
Che
cklis
t
Que
stio
n
Yes
/No
Det
ails
/Not
es
Fac
ility
Reg
istr
y Se
rvic
e: S
oftw
are
and
supp
orti
ng in
fras
truc
ture
Wha
t sof
twar
e or
fac
ility
reg
istr
y se
rvic
e is
use
d to
sto
re th
e M
FL
?
Has
a te
chni
cal w
orki
ng g
roup
bee
n es
tabl
ishe
d to
ove
rsee
the
faci
lity
regi
stry
ser
vice
?
Whe
re is
the
MF
L b
eing
hos
ted
(i.e.
, clo
ud-b
ased
or
loca
l)?
Is th
e fa
cilit
y re
gist
ry s
ervi
ce e
mbe
dded
with
in a
noth
er in
form
atio
n sy
stem
or
is it
in
depe
nden
t?
Who
is r
espo
nsib
le f
or th
e te
chni
cal m
aint
enan
ce o
f sy
stem
in w
hich
the
list i
s ho
used
?
Who
can
use
the
faci
lity
regi
stry
ser
vice
and
for
wha
t pur
pose
s?
How
doe
s th
e fa
cilit
y re
gist
ry s
ervi
ce in
tera
ct w
ith o
ther
info
rmat
ion
syst
ems?
Doe
s it
push
or
pull
data
?
40
Doe
s th
e fa
cilit
y re
gist
ry s
ervi
ce in
clud
e ex
tern
al a
pplic
atio
ns to
mee
t som
e of
its
requ
irem
ents
?
Doe
s th
e fa
cilit
y re
gist
ry s
ervi
ce a
llow
for
the
follo
win
g:
M
FL
dat
a to
be
shar
ed (i
.e.,
dow
nloa
ded,
exp
orte
d)?
Dat
a co
nsum
ers
to s
earc
h an
d so
rt d
ata?
Per
sons
to s
ugge
st c
hang
es to
the
data
?
Inte
rope
rabi
lity
with
oth
er in
form
atio
n sy
stem
s?
Wha
t wor
kflo
ws
exis
t to
use
and
upda
te th
e fa
cilit
y re
gist
ry s
ervi
ce?
Is th
e fa
cilit
y re
gist
ry s
ervi
ce e
asy
to u
se?
Is th
e te
chno
logy
rel
iabl
e?
Are
ther
e ne
w s
oftw
are
solu
tions
that
may
be
mor
e ap
prop
riate
?
Wha
t cha
lleng
es h
ave
user
s (d
ata
cura
tors
or
data
con
sum
ers)
enc
ount
ered
whe
n us
ing
the
serv
ice?
Wha
t bar
riers
to te
chno
logy
exi
st (e
.g.,
elec
tric
ity, s
erve
rs, b
andw
idth
, com
pute
rs) a
t w
hat l
evel
s?
Are
infr
astr
uctu
re u
pdat
es p
lann
ed?
Are
ther
e fa
cilit
y re
gist
ry s
ervi
ce s
taff
who
can
do
the
follo
win
g:
M
anag
e up
date
s?
Han
dle
com
patib
ility
issu
es?
Ens
ure
data
sec
urity
?
Bac
k up
the
MF
L p
erio
dica
lly, i
f no
t aut
omat
ed?
Ens
ure
the
serv
er is
ful
ly o
pera
tiona
l, if
host
ed lo
cally
?
Ass
ist u
sers
in tr
oubl
esho
otin
g is
sues
?
Tro
uble
shoo
t iss
ues
on in
tegr
atio
n an
d in
tero
pera
bilit
y?
Hav
e ga
ps in
the
regi
stry
bee
n as
sess
ed a
nd a
ddre
ssed
?
App
endi
x F:
MFL
Mai
nten
ance
Che
cklis
t
Que
stio
n
Yes
/No
Det
ails
/Not
es
Lis
t m
aint
enan
ce
Wha
t uni
t with
in th
e im
plem
entin
g ag
ency
or
orga
niza
tion
is r
espo
nsib
le f
or m
aint
aini
ng
the
MF
L?
41
Is M
FL d
ata
man
agem
ent c
entr
aliz
ed o
r de
cent
raliz
ed?
Is th
ere
a st
anda
rd p
roce
ss f
or m
aint
aini
ng a
nd u
pdat
ing
the
MF
L?
(Ens
ure
step
s be
low
ar
e de
scrib
ed.)
Ple
ase
expl
ain
the
proc
ess
of m
aint
aini
ng th
e M
FL
. Mak
e su
re to
add
ress
eac
h of
the
item
s be
low
. If
an it
em is
not
add
ress
ed, p
rom
pt th
e re
spon
dent
for
info
rmat
ion.
Id
entif
icat
ion
of n
ew f
acili
ties
(+ f
requ
ency
)
Iden
tific
atio
n of
cha
nges
to f
acili
ties
(+ f
requ
ency
)
Col
lect
ion
of d
ata
(new
fac
ilitie
s an
d up
date
s to
exi
stin
g fa
cilit
ies)
Val
idat
ion
of c
olle
cted
dat
a (+
whe
n th
is o
ccur
s in
the
proc
ess
and
who
is r
espo
nsib
le)
Com
pila
tion
of f
acili
ty d
ata
for
list u
pdat
es a
t the
dis
tric
t le
vel
Com
pila
tion
of f
acili
ty d
ata
for
list u
pdat
es a
t the
nat
iona
l le
vel
App
rova
l of
list u
pdat
es (+
cen
tral
ized
or
dece
ntra
lized
)
Ent
ry o
f up
date
s to
list
Supe
rvis
ion
or o
vers
ight
of
the
mai
nten
ance
pro
cess
Dis
trib
utio
n an
d sh
arin
g of
the
list
Oth
er (s
peci
fy)
Is th
ere
docu
men
tatio
n of
the
proc
ess?
(e.g
., SO
P) (
Doc
umen
t nam
e, p
ublic
atio
n da
te)
O
btai
ned
a co
py
Obs
erve
d a
copy
Nei
ther
obs
erve
d or
obt
aine
d
Obs
erve
pro
cess
doc
umen
tati
on
Wha
t inf
orm
atio
n is
incl
uded
in th
e do
cum
enta
tion?
Com
men
t on
the
follo
win
g co
mpo
nent
s:
Id
entif
icat
ion
of n
ew f
acili
ties
(+ f
requ
ency
)
Iden
tific
atio
n of
cha
nges
to f
acili
ties
(+ f
requ
ency
)
Col
lect
ion
of d
ata
(new
fac
ilitie
s an
d up
date
s to
exi
stin
g fa
cilit
ies)
Val
idat
ion
of c
olle
cted
dat
a
Com
pila
tion
of f
acili
ty d
ata
for
list u
pdat
es a
t the
dis
tric
t le
vel
42
Com
pila
tion
of f
acili
ty d
ata
for
list u
pdat
es a
t the
nat
iona
l le
vel
App
rova
l of
list u
pdat
es
Ent
ry o
f up
date
s to
the
list
Supe
rvis
ion
of th
e m
aint
enan
ce p
roce
ss
Dis
sem
inat
ion
of th
e lis
t (+
dis
trib
utio
n m
ediu
m: E
xcel
, X
ML
, HT
ML
, web
ser
vice
s)
Oth
er (s
peci
fy)
Seek
res
pond
ent’s
pro
cess
kno
wle
dge
At w
hat s
tage
do
data
bec
ome
elec
tron
ic?
Des
crib
e th
e di
stri
butio
n of
pro
cess
doc
umen
tatio
n (e
.g.,
whe
re, h
ow, a
nd w
ho h
as
them
).
Are
ther
e ot
her
job
aids
for
mai
ntai
ning
, upd
atin
g, o
r va
lidat
ing
the
list?
Wha
t dat
a so
urce
s ar
e us
ed to
upd
ate
the
MFL
(e.g
., se
rvic
es o
ffer
ed a
t a f
acili
ty)?
Doe
s a
docu
men
t sum
mar
ize
the
freq
uenc
y an
d up
datin
g pr
oces
s fo
r da
ta c
onsu
mer
s?
Is th
ere
a lo
g of
rec
ent c
hang
es to
MFL
dat
a?
At w
hat s
tage
do
the
data
bec
omes
ele
ctro
nic?
Wha
t dat
a so
urce
s ar
e us
ed to
upd
ate
the
MF
L?
(e.g
., se
rvic
es o
ffer
ed a
t a f
acili
ty)
How
are
MFL
upd
ates
doc
umen
ted?
(e.g
., re
gula
r ba
ckup
s, a
ddin
g ra
ther
than
ov
erw
ritin
g en
trie
s)
Wha
t is
the
freq
uenc
y of
bac
kups
?
Wha
t is
the
date
of
the
mos
t rec
ent b
acku
p?
Hum
an r
esou
rces
, if M
FL
exi
sts
Are
sta
ff d
edic
ated
sol
ely
to m
aint
aini
ng a
nd s
uppo
rtin
g th
e M
FL
?
Are
sta
ffin
g le
vels
suf
ficie
nt to
mai
ntai
n an
d su
ppor
t the
MF
L?
Hav
e ro
les
and
resp
onsi
bilit
ies
been
cle
arly
def
ined
?
D
ata
colle
ctor
s to
gat
her
new
dat
a
Dat
a cu
rato
rs to
mai
ntai
n, u
pdat
e, a
nd v
alid
ate
MFL
co
nten
t reg
ular
ly o
r co
ntin
uous
ly
Dat
a so
urce
s to
pro
vide
upd
ates
whe
n fa
cilit
y da
ta c
hang
e
MF
L m
anag
ers
to o
vers
ee M
FL im
plem
enta
tion
Soft
war
e de
velo
pers
to c
reat
e, m
aint
ain,
and
adj
ust t
he
faci
lity
regi
stry
ser
vice
to m
eet t
he n
eeds
of
data
con
sum
ers
43
Stee
ring
com
mitt
ee to
fac
ilita
te h
igh-
leve
l ove
rsig
ht a
nd
fund
ing
Tra
iner
s
Supe
rvis
ors
Do
job
desc
ript
ions
exi
st f
or th
e po
sitio
ns li
sted
abo
ve?
Has
nat
iona
l-lev
el s
taff
who
mai
ntai
n th
e M
FL r
ecei
ved
trai
ning
(+ n
umbe
r of
day
s)?
Has
nat
iona
l-lev
el s
taff
who
mai
ntai
n th
e lis
t rec
eive
d on
goin
g su
ppor
t (+
fre
quen
cy)
(e.g
., su
perv
isio
n, r
egul
ar m
eetin
gs, r
efre
sher
trai
ning
, ref
eren
ce p
erso
n)?
Has
sub
natio
nal s
taff
who
mai
ntai
n th
e M
FL r
ecei
ved
trai
ning
(+ n
umbe
r of
day
s)?
Has
sub
natio
nal s
taff
who
mai
ntai
n th
e M
FL
rec
eive
d on
goin
g su
ppor
t (+
fre
quen
cy)
(e.g
., su
perv
isio
n, r
egul
ar m
eetin
gs, r
efre
sher
trai
ning
s, r
efer
ence
per
son)
?
Wha
t add
ition
al s
uppo
rt o
r tr
aini
ng d
oes
the
staf
f ne
ed?
Are
any
pos
ition
s un
fille
d? I
f so
, why
?
Doe
s th
e M
FL r
ely
prim
arily
on
loca
l sta
ff o
r on
inte
rnat
iona
l con
sulta
nts?
Is s
taff
turn
over
hig
h?
Are
sys
tem
s in
pla
ce to
add
ress
issu
es o
f hi
gh s
taff
turn
over
?
Is r
ecur
ring
fun
ding
suf
ficie
nt f
or s
taff
ing?
Hum
an r
esou
rces
, if M
FL
doe
s no
t ex
ist
Are
sta
ff a
vaila
ble
to m
anag
e th
e es
tabl
ishm
ent a
nd m
aint
enan
ce o
f th
e M
FL
? W
ho a
nd
whe
re?
Are
ther
e pe
ople
with
in th
e M
OH
or
with
oth
er lo
cal p
artn
ers
who
hav
e th
e fo
llow
ing
skill
s ne
eded
to d
evel
op a
n M
FL
? If
yes
, are
they
ava
ilabl
e to
foc
us o
n th
e M
FL
?
D
atab
ase
man
agem
ent
Info
rmat
ion
tech
nolo
gy
Soft
war
e de
velo
pers
Geo
grap
hic
Info
rmat
ion
Syst
ems
(GIS
)
Oth
er a
reas
?
Is tr
aini
ng a
vaila
ble
if th
ere
are
gaps
in n
eces
sary
ski
llset
s? (A
sk a
bout
eac
h sk
ill f
or
whi
ch th
ere
is a
gap
.)
W
ho c
an p
rovi
de th
e tr
aini
ng?
Who
can
be
trai
ned?
Fin
anci
al R
esou
rces
Hav
e fu
ndin
g so
urce
s be
en id
entif
ied?
44
Has
a c
oste
d ac
tion
plan
bee
n de
velo
ped?
Doe
s th
e co
sted
act
ion
plan
incl
ude
ongo
ing
regu
lar
MF
L m
aint
enan
ce?
Doe
s th
e na
tiona
l bud
get h
ave
a lin
e fo
r M
FL
mai
nten
ance
, inc
ludi
ng s
uppo
rt o
f IT
co
mpo
nent
s?
Wha
t are
pot
entia
l fun
ding
sou
rces
for
est
ablis
hing
and
mai
ntai
ning
the
MF
L?
Are
ther
e op
port
uniti
es f
or c
ost-
shar
ing
with
oth
er in
itiat
ives
that
use
the
MFL
?
Hav
e th
e fo
llow
ing
task
s th
at r
equi
re f
inan
cial
com
mitm
ents
bee
n ac
coun
ted
for
in
fund
ing
cons
ider
atio
ns, i
f no
t alr
eady
com
plet
ed?
(indic
ate “
Alre
ady f
unde
d,” “
Fund
ing
ident
ified
,” “F
undin
g need
ed,”
or “
N/A
”
C
olle
ctio
n of
dat
a to
fill
gap
s in
MF
L?
C
lean
ing
and
harm
oniz
atio
n of
dat
a fr
om f
acili
ty li
sts
for
incl
usio
n in
the
MF
L?
D
evel
opm
ent o
f a
faci
lity
regi
stry
ser
vice
?
P
rovi
sion
of
on-g
oing
tech
nica
l sup
port
to f
acili
ty r
egis
try
serv
ice?
D
evel
opm
ent o
f SO
Ps,
pol
icie
s, a
nd jo
b ai
ds to
sup
port
M
FL?
T
rain
ing
of s
taff
to c
olle
ct, v
alid
ate,
and
use
dat
a?
St
eeri
ng c
omm
ittee
and
tech
nica
l wor
king
gro
up m
eetin
gs?
C
omm
unic
atio
n?
St
aff
to m
anag
e M
FL
ove
r th
e lo
ng-t
erm
?
Cha
lleng
es a
nd I
mpr
ovem
ents
Wha
t cha
lleng
es a
re e
ncou
nter
ed in
mai
ntai
ning
the
MFL
?
Wha
t cha
lleng
es a
re e
ncou
nter
ed in
usi
ng th
e M
FL
?
Wha
t org
aniz
atio
ns a
nd a
genc
ies
can
use
MFL
info
rmat
ion
but a
re n
ot c
urre
ntly
doi
ng
so?
Are
ther
e pl
ans
to im
prov
e th
e M
FL?
Are
ther
e ot
her
step
s th
at c
ould
be
take
n to
impr
ove
the
MF
L?
App
endi
x G
: MFL
Sha
ring
Che
cklis
t
Que
stio
n
Yes
/No
Det
ails
/Not
es
MF
L u
se
45
Who
are
the
mos
t com
mon
MF
L u
sers
?
Wha
t are
the
mos
t com
mon
MF
L u
ses?
Is s
uppo
rt a
vaila
ble
for
user
s?
Has
any
one
been
den
ied
use
of th
e M
FL?
Wha
t typ
es o
f da
ta r
eque
sts
can
the
MF
L a
ccom
mod
ate?
Who
han
dles
MF
L in
quiri
es?
Are
req
uest
s fo
r M
FL d
ata
addr
esse
d an
d ha
ndle
d co
nsis
tent
ly?
Wha
t rep
orts
are
gen
erat
ed u
sing
the
MFL
?
MF
L a
cces
s
Do
part
s of
the
MF
L h
ave
rest
rict
ed a
cces
s?
Who
has
acc
ess
to th
e M
FL
?
A
ppro
val p
roce
ss
Pub
lic d
omai
n us
ers
(i.e.
, acc
ess
to n
on-s
ensi
tive
info
rmat
ion
in th
e M
FL
)
Tru
sted
dom
ain
user
s (i.
e., w
ith b
road
acc
ess
to in
form
atio
n in
the
MF
L, i
nclu
ding
sen
sitiv
e in
form
atio
n)
Mid
dle
dom
ain
user
s (i.
e., a
cces
s to
info
rmat
ion
in th
e M
FL
so
mew
here
bet
wee
n pu
blic
and
trus
ted
dom
ain
user
s)
Adm
inis
trat
ive
dom
ain
user
s (i.
e., c
ompl
ete
data
acc
ess,
in
clud
ing
editi
ng r
ight
s)
How
is th
e M
FL a
cces
sed?
L
ogin
ID
s re
quire
d
Wri
tten
req
uest
s re
quire
d
Pub
lic p
orta
l
Oth
er (s
peci
fy)
MF
L S
hari
ng
How
are
the
MF
L d
ata
shar
ed?
Se
nt e
lect
roni
cally
(e.g
., by
em
ail)
Mad
e av
aila
ble
as r
ead-
only
doc
umen
t tha
t can
be
view
ed o
r do
wnl
oade
d fr
om a
web
site
Shar
ed th
roug
h an
onl
ine
inte
rfac
e
46
Shar
ed th
roug
h in
tegr
atio
n w
ith o
ther
info
rmat
ion
syst
ems
Hav
e da
ta s
harin
g to
ols
been
dev
elop
ed?
A
pplic
atio
n pr
ogra
mm
ing
inte
rfac
es (A
PI)
If n
o A
PI’
s ex
ist,
then
for
mat
s su
ch a
s G
eoJS
ON
, RSS
, and
C
SV
Is th
ere
a po
licy
esta
blis
hed
for
shar
ing
the
MF
L?
Is th
e pu
rpos
e of
the
MF
L s
impl
y to
sha
re d
ata
or is
it a
cur
atio
n to
ol a
s w
ell?
Are
ther
e m
echa
nism
s by
whi
ch u
sers
can
pro
vide
fee
dbac
k? (e
.g.,
data
err
ors)
Are
MFL
dat
a sh
arin
g pr
oced
ures
and
dec
isio
ns tr
ansp
aren
t and
kno
wn
to c
urre
nt a
nd
pote
ntia
l MF
L d
ata
user
s?
Wha
t MF
L d
ata
are
shar
ed?
Is th
e sh
arin
g lim
ited?
Has
doc
umen
tatio
n fo
r da
ta c
onsu
mer
s be
en d
evel
oped
?
D
ata
spec
ifica
tions
doc
umen
t
Sum
mar
y of
upd
ate
proc
ess
Cha
nge
log
Lin
ks t
o sy
stem
s
Is th
e M
FL li
nked
to o
ther
sys
tem
s? I
f ye
s, p
leas
e sp
ecify
the
syst
ems
by ty
pe:
F
inan
cial
Hum
an r
esou
rces
Infr
astr
uctu
re
Oth
er (s
peci
fy)
Wha
t is
the
proc
ess
by w
hich
eac
h sy
stem
is u
pdat
ed w
ith c
hang
es to
the
MF
L?
How
fre
quen
tly a
re M
FL u
pdat
es in
corp
orat
ed in
to e
ach
syst
em?
Is th
ere
proc
ess
docu
men
tatio
n fo
r up
datin
g ea
ch s
yste
m?
(doc
umen
t nam
e, p
ublic
atio
n da
te)
O
btai
ned
a co
py
Obs
erve
d a
copy
Nei
ther
obs
erve
d or
obt
aine
d
Has
alig
nmen
t of
data
bee
n co
nsid
ered
?
Sy
ntac
tic in
tero
pera
bilit
y (H
ow a
re th
e da
ta f
orm
atte
d?)
47
Sem
antic
inte
rope
rabi
lity
(How
are
the
data
def
ined
?)
Oth
er a
spec
ts to
con
side
r fo
r da
ta a
lignm
ent:
F
acili
ty id
entif
iers
mat
ch a
nd le
gacy
iden
tifie
rs p
rese
rved
Geo
grap
hic
or a
dmin
istr
ativ
e hi
erar
chie
s m
atch
, or
both
Fac
ility
type
s an
d se
rvic
e ca
tego
ries
are
defin
ed th
e sa
me
Dat
a va
lues
mat
ch
Agr
eem
ent o
n em
pty,
NA
, and
null
value
s
Rec
ords
exi
st o
f w
hen
data
wer
e la
st u
pdat
ed a
nd b
y w
hom
Mai
nten
ance
of
onto
logy
map
ping
s be
twee
n te
rmin
olog
y st
anda
rds
and
proj
ect d
atas
ets
Man
agem
ent a
nd S
uppo
rt
Is a
per
son
desi
gnat
ed to
res
pond
to r
eque
sts?
Is te
chni
cal s
taff
ava
ilabl
e to
han
dle
ethi
cal i
ssue
s an
d fix
bug
s?
Doe
s th
e st
eerin
g co
mm
ittee
mee
t reg
ular
ly to
pla
n an
d m
aint
ain
a st
rate
gic
visi
on f
or
the
MF
L a
nd in
tegr
atio
ns?
F
undi
ng f
or te
chni
cal s
uppo
rt a
ctiv
ities
Tie
red
appr
oach
to c
ost s
harin
g
Cos
t rec
over
y m
odel
No
fee
acce
ss
49
App
endi
x H:
MFL
Act
ion
Plan
ning
For
m
Inst
ruct
ions
for f
illin
g in
the
MFL
Act
ion
Plan
For
m:
• F
or e
ach
row
, writ
e do
wn
a ga
p id
entif
ied
thro
ugh
the
asse
ssm
ent p
roce
ss.
• D
efin
e th
e ac
tions
nee
ded
to a
ddre
ss a
nd b
ridge
eac
h ga
p (c
ould
be
mor
e th
an o
ne).
• Id
entif
y th
e pe
rson
res
pons
ible
and
act
ion
due
date
s to
elim
inat
e va
guen
ess.
•
Not
e re
sour
ces
need
ed th
at a
re u
nava
ilabl
e.
50
MFL
Act
ion
Plan
ning
For
m
MO
DULE
:
GA
PS ID
ENTIF
IED
AC
TION
TO A
DDRE
SS
GA
P PA
RTY/
DEPT
RE
SPO
NSI
BLE
WHE
N A
CTIO
N IS
N
EEDE
D
(Imm
edia
te,
Med
ium
-ter
m,
Long
-ter
m)
RESO
URC
ES
REQ
UIRE
D (S
taff,
Te
chno
logy
, M
ater
ials)
DESI
RED
OUT
CO
ME
NO
TES
51
App
endi
x I:
Stak
ehol
der E
ngag
emen
t Tab
le, A
ctiv
ity 2
Stak
ehol
der
nam
e Ro
le o
r co
ntrib
utio
n to
M
FL
Inte
rest
(hig
h,
med
ium
, low
) In
volv
emen
t (h
igh,
med
ium
, lo
w)
Wha
t is
impo
rtant
to th
e st
akeh
olde
r?
How
can
the
stak
ehol
der
supp
ort t
he
MFL
?
How
cou
ld th
e st
akeh
olde
r pr
esen
t roa
d bl
ocks
to th
e M
FL?
53
APPENDIX J: EVALUATE THE WORKSHOP MODULES 1. Module 1. Introduction to the MFL
1. a. On a scale of 1–3 (with 3 being useful), please rate this session. Circle the number that best corresponds to your rating:
1 2 3
Not at all useful
Somewhat Useful
Useful
1. b. Would you recommend that this session be included in future workshops? Why or why not?
1. c. What do you recommend to improve the session?
2. Module 2. MFL Assessment
2. a. On a scale of 1–3 (with 3 being useful), please rate this session. Circle the number that best corresponds to your rating:
1 2 3
Not at all useful
Somewhat Useful
Useful
2. b. Would you recommend that this session be included in future workshops? Why or why not?
2. c. What do you recommend to improve the session?
3. Module 3. MFL Key Considerations
3. a. On a scale of 1–3 (with 3 being useful), please rate this session. Circle the number that best corresponds to your rating:
1 2 3
Not at all useful
Somewhat Useful
Useful
54
3. b. Would you recommend that this session be included in future workshops? Why or why not?
3. c. What do you recommend to improve the session?
4. Module 4. MFL Governance
4. a. On a scale of 1–3 (with 3 being useful), please rate this session. Circle the number that best corresponds to your rating:
1 2 3 Not at all
useful Somewhat
Useful Useful
4. b. Would you recommend that this session be included in future workshops? Why or why not?
4.C. What do you recommend to improve the session?
5. Module 5. MFL Data Content
5. a. On a scale of 1–3 (with 3 being useful), please rate this session. Circle the number that best corresponds to your rating:
1 2 3 Not at all
useful Somewhat
Useful Useful
5. b. Would you recommend that this session be included in future workshops? Why or why not?
5. c. What do you recommend to improve the session?
6. Module 6. Geographic Coordinates
55
6. a. On a scale of 1–3 (with 3 being useful), please rate this session. Circle the number that best corresponds to your rating:
1 2 3 Not at all
useful Somewhat
Useful Useful
6. b. Would you recommend that this session be included in future workshops? Why or why not?
6. c. What do you recommend to improve the session?
7. Module 7. Establishing an MFL Dataset
7. a. On a scale of 1–3 (with 3 being useful), please rate this session. Circle the number that best corresponds to your rating:
1 2 3 Not at all
useful Somewhat
Useful Useful
7. b. Would you recommend that this session be included in future workshops? Why or why not?
7. c. What do you recommend to improve the session?
8. Module 8. Facility Registry Service
8. a. On a scale of 1–3 (with 3 being useful), please rate this session. Circle the number that best corresponds to your rating:
1 2 3 Not at all
useful Somewhat
Useful Useful
8. b. Would you recommend that this session be included in future workshops? Why or why not?
56
8. c. What do you recommend to improve the session?
9. Module 9. Maintaining the MFL
9. a. On a scale of 1–3 (with 3 being useful), please rate this session. Circle the number that best corresponds to your rating:
1 2 3 Not at all
useful Somewhat
Useful Useful
9. b. Would you recommend that this session be included in future workshops? Why or why not?
9. c. What do you recommend to improve the session?
10. Module 10. Sharing the MFL
10. a. On a scale of 1–3 (with 3 being useful), please rate this session. Circle the number that best corresponds to your rating:
1 2 3 Not at all
useful Somewhat
Useful Useful
10. b. Would you recommend that this session be included in future workshops? Why or why not?
10. c. What do you recommend to improve the session?
57
Skills Building Have the skills you learned during this MFL training workshop contributed to or helped you in your work? In what way?
Current Work Please describe your current responsibilities, particularly those that relate to the MFL:
Thank you for participating in the Master Facilities List training workshop for facilitators. We appreciate your contributions, and we look forward to using your evaluation to improve future
workshops.