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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


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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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 3: Key Considerations ....................................................................................................................... 13


Topics Covered ............................................................................................................................................ 13



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Suggested Resources: .................................................................................................................................. 13

Module 3 Agenda ........................................................................................................................................ 13


Module 4: Governance .................................................................................................................................... 15


Topics Covered ............................................................................................................................................ 15




Module 4 Agenda ........................................................................................................................................ 15


Module 5: Data content .................................................................................................................................. 19


Topics Covered ............................................................................................................................................ 19




Module 5 Agenda ........................................................................................................................................ 19


Module 6: Geographic Coordinates .............................................................................................................. 21


Topics Covered ............................................................................................................................................ 21




Module 6 Agenda ........................................................................................................................................ 21


Module 7: Establishing an MFL Dataset ...................................................................................................... 23


Topics Covered ............................................................................................................................................ 23


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Module 7 Agenda ........................................................................................................................................ 23


Module 8: Establishing A Facility Registry Service ..................................................................................... 25


Topics Covered ............................................................................................................................................ 25




Module 8 Agenda ........................................................................................................................................ 25


Module 9: Maintaining the MFL .................................................................................................................... 27


Topics Covered ............................................................................................................................................ 27




Module 9 Agenda ........................................................................................................................................ 27


Module 10: Sharing the MFL ......................................................................................................................... 29

Module 10 Learning Objectives ................................................................................................................ 29

Topics Covered ............................................................................................................................................ 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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Final Session Agenda .................................................................................................................................. 31

Appendices ........................................................................................................................................................ 32

Appendix J: Evaluate the Workshop Modules ............................................................................................ 53


1

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/

2

• 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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• 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


• 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).

15

MODULE 4: GOVERNANCE Estimated time, 170 minutes


• 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


10 min Addressing Potential Challenges


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

18

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


• 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


20

30 min MFL data domains: signature and service domains


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


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.

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MODULE 6: GEOGRAPHIC COORDINATES Estimated time, 70 minutes


• 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


10 min Activity 1: What steps on the checklist need to be done for valid geographic coordinates?

Lecture slides 23–24, group discussion


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


• 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


10 min Governance issues and potential challenges


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


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


• 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


• 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.


• 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


1 2 3

Not at all useful

Somewhat Useful

Useful



3. Module 3. MFL Key Considerations


1 2 3

Not at all useful

Somewhat Useful

Useful

54



4. Module 4. MFL Governance


1 2 3 Not at all

useful Somewhat

Useful Useful


4.C. What do you recommend to improve the session?

5. Module 5. MFL Data Content


1 2 3 Not at all

useful Somewhat

Useful Useful



6. Module 6. Geographic Coordinates

55


1 2 3 Not at all

useful Somewhat

Useful Useful



7. Module 7. Establishing an MFL Dataset


1 2 3 Not at all

useful Somewhat

Useful Useful



8. Module 8. Facility Registry Service


1 2 3 Not at all

useful Somewhat

Useful Useful


56


9. Module 9. Maintaining the MFL


1 2 3 Not at all

useful Somewhat

Useful Useful



10. Module 10. Sharing the MFL


1 2 3 Not at all

useful Somewhat

Useful Useful



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.

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