Chamber and committees

The Health and Social Care Standards set out the expectation that care should be provided by health and social care professionals based on the most relevant evidence, guidance and best practice, as is appropriate to their profession and patient group. In July 2022 we wrote to health boards and GPs to raise awareness of the NICE guidelines and highlight key changes in practice, and these remain the most current national guidelines on the management of ME/CFS.

It is not appropriate for the Scottish Government to comment on the clinical opinion of health professionals.

We expect Health Boards to ensure their staff are appropriately trained and developed for their roles, as per the Staff Governance Standard. The standard complements the training expectations set out in individual professional and regulatory requirements.

We have funded Action for ME and partners to disseminate an online Continuous Professional Development training module on ME/CFS for health and social care professionals. Evaluation data suggests it is significantly improving participants’ ability to diagnose and manage ME/CFS. Recent activity around the module has included a focus on increasing uptake among clinicians.

The Scottish Government does not hold this information centrally.

The distribution of doctors in training is managed by NHS Education for Scotland (NES). This has traditionally worked within a distribution model of 50:25:15:10 for the West, South East, North and East respectively.

Aligning to Scottish Government commitments, which include the remote and rural and island initiatives, NES have been reviewing alignment to population health data, consultant and GP vacancies and an increased need for generalism. This review is leading to a redistribution of where doctors train recognising the changing locations and demographics of our population.

The overall cost of training Foundation Year 2 doctors from August 2023 to July 2024 was £56,590,177.

No grants have been provided to Tesla Inc from 2016 to 2024 directly by the Scottish Government.

There is no single clinical pathway within every territorial NHS board for the management of symptoms relating to long COVID. NHS boards have indicated that a number of clinical pathways are available depending on the presenting needs of the individual patient.

We are working in partnership with other stakeholders, including Police Scotland, to reduce the presence of public injecting and other antisocial behaviour (eg drug house or location) across Scotland including Glasgow, by offering safer alternatives, combined with strong law enforcement measures. This includes harm reduction initiatives, community engagement and enforcement actions by Police Scotland to ensure safer communities. We are committed to tackling all antisocial behaviour and want everyone to be, and feel, safe in their homes and communities.

The allocation of medical specialty training places is made annually to ensure it meets the needs of the healthcare workforce, recognising that completion of specialty training can take a minimum of 3 to 8 years depending on the specialty. This process is overseen by a group of senior representatives from the Scottish Government, NHS Education for Scotland, professional bodies, and Health Boards. Based on workforce data and service demands, the group makes recommendations to Scottish Ministers regarding any changes needed, including the potential expansion of training places in specific specialties.

a) The Scottish Deans Medical Education Group, now known as the Leads for Undergraduate Medicine Scotland (LUMES), reviewed the module and found the contents valuable.

b) We understand that rather than implementing stand-alone modules, medical schools in Scotland seek to integrate ME/CFS education throughout the existing medical curriculum.

Embedding relevant knowledge across the curriculum seeks to ensure that students encounter the condition in various contexts, including neurology and general practice.

We are advised that LUMES considers that incorporating the module’s key learning outcomes into institutions’ current teaching methods better aligns with existing educational strategies. This approach is in line with other conditions, to ensure graduates have a comprehensive and cohesive learning experience and develop a holistic perspective.

We are currently considering all the issues raised in response to our recent consultation on proposals for a Heat in Buildings Bill. We will confirm our decisions and the nature and timing of next steps as soon as practicable.