Value based health and care action plan: measurement framework

Action 1

The Scottish Government and NHS Education for Scotland will engage with NHS Boards, education providers and wider partners to inform the education, training, and tools to support kind and careful care, and the day-to-day practise of Realistic Medicine.

Progress to date and future priorities

Action 1 of the VBH&CAP has focussed on embedding Realistic Medicine principles into education and learning. Key developments include the launch of the Senior Leaders’ Turas page, a VBH&C and Finance toolkit, and a Managing Risk eLearning module. Realistic Medicine and VBH&C content has been integrated into NHS Education for Scotland (NES) programmes such as Pharmacy Foundation Year and Optometry training. Collaborative efforts with Higher Education Institutions (HEIs) are ongoing. Progress is tracked through quarterly and six-monthly reporting, capturing resource uptake and evaluation data. A communications plan actively promotes NES Realistic Medicine and VBH&C learning resources.

Next steps for Action 1 include launching the Health Inequalities learning resource. A listening exercise is also under way to help inform next steps with Realistic Medicine and Value based health and Care training and education. Continued engagement with HEIs will involve updating materials, delivering sessions, and completing additional case studies.

Monitoring metrics

The monitoring metrics for Action 1 draw on two primary data sources: usage data and survey data collected from health and care professionals. Together, these metrics provide insight into engagement with Realistic Medicine and Value Based Health and Care learning materials, the reach of educational resources and the reported impact of training on professional practice.

Metric 1.1: Across four Value Based Health and Care TURAS e-modules there were 2,146 learner completions in 2025.

Metric 1.2: The 5 Realistic Medicine Sway resources were accessed 15,774 times in 2025.

Metric 1.3:9% of health and care professionals surveyed reported using the Realistic Medicine Sway resources to support the care they provide.

Metric 1.4: The 8 Realistic Medicine Animations were accessed 2,655 times in 2025.

Metric 1.5:10% of health and care professionals surveyed reported using the Realistic Medicine animations to support the care they provide.

Metric 1.6: The Realistic Medicine TURAS learning pages were viewed 23,858 times in 2025.

Metric 1.7: 26% of health and care professionals surveyed reported using the TURAS Realistic Medicine learning pages to support the care they provide.

Metric 1.8: 13% of health and care professionals surveyed had completed some Realistic Medicine and/or Value-Based Health & Care training.

Metric 1.9: Of those health and care professionals surveyed who had completed training, 63% had completed the NES Shared Decision Making e-learning module and 44% completed the Introduction to Value Based Health and Care e-learning module. 54% had watched the realistic medicine animation.

Metric 1.10: Of those health and care professionals surveyed who had completed training, the majority reported feeling significantly (24%) or somewhat (53%) more confident in their knowledge and ability to practise Realistic Medicine because of completing training.

Supplementary case study: Case studies of HEIs embedding Realistic Medicine and Value‑Based Health & Care in their educational programmes:

1. Queen Margaret University

Queen Margaret University’s Dietetics programmes have embedded Realistic Medicine and Value Based Health & Care through tailored resources and reflective learning. This approach has improved students’ confidence in person-centred care and communication, especially during clinical placements. While formal evaluation is pending, feedback is positive, and further development of dietetics-specific materials is recommended to enhance relevance and impact.

2. Robert Gordon University

Robert Gordon University has taken a structured approach to embedding Realistic Medicine and VBH&C across its midwifery programmes, using a blend of theoretical and practical learning methods. This initiative has improved student awareness and engagement with Realistic Medicine principles, with success coming in part from continued collaboration with clinical partners, and tailored educational resources are key to sustaining and scaling this work.

3. University of St Andrews

ScotGEM’s Agents of Change curriculum embeds Realistic Medicine and VBH&C throughout medical education, preparing students to lead system improvement. Through a spiral curriculum, mentoring, and real-world projects, students gain skills in leadership, quality improvement, and patient-centred care. The approach has increased engagement and confidence, aligning with NHS Scotland’s strategic goals and offering a scalable model for modern medical training.