An online self paced continuing professional development (cpd) program on anxiety disorders for...

An Online Self-Paced Continuing

Professional Development (CPD)

Program on Anxiety Disorders

for Health Professionals

Discipline of Psychiatry, Sydney Medical School, University of Sydney

Richard Wenchao He

Education and Multimedia Design Coordinator

Background of the Program

›External funding from CCRE

›The topic (Anxiety) not properly covered in

current medical training programs

›Academic staff interested in online education

- Subject matter experts (SME)

›Emerging demand for online CPD programs

- Due to health professionals’ busy schedules

›Firm belief:

- Video recording of F2F lectures ≠ effective e-learning

2

Design

›Structure

- 13 units, each unit has 3-5 modules, each module lasts for

about 15 minutes

›Guidelines for 23 SMEs

- Length of modules, writing style, copyright, scripts,

vignettes, graphics, learning activities, assessment, etc.

›Central learning objective list (167 LOs)

- Submitted content learning objectives

assessment questions

- Good for peer-review and project management

3

Development

› Articulate Studio

- Flash-based slide shows with annotations, talking heads, interactions, quizzes

- SCORM packages

› Text Aloud

- Text-to-speech with Australian accent

- Enable fast modifications without re-recording human voiceover

› Moodle

- Polls, topic-based discussion forums, question banks, off-line activities, recommended readings, e-portfolios, glossaries, study note, e-resources, certificate printouts

4

Unit Homepage

5

Unit Introduction

6

Lecture

7

Learning Activity – Quiz

8

Learning Activity – Q&A Forum

9

Vignette

10

Checklist

11

Unit Quiz – MCQs

12

Unit Quiz – Matching

13

Recommended Readings

14

Glossary

15

Study Note

16

Future Directions (1)

High quality online

learning programs

Research outcomes

F2F course resources

Clinical experiences

Professional networks

17

Future Directions (2)

18

Structure of Development Clusters (Leacock, 2005)

Future Directions (3)

19

Identify desired results

Determine acceptable evidence

Plan learning experiences and instruction

Stages of Backward Design (Wiggins & McTighe, 1998)