Using the Knowledge, Process, Practice (KPP) model for driving the design and development of online postgraduate medical education.
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| Title: | Using the Knowledge, Process, Practice (KPP) model for driving the design and development of online postgraduate medical education. |
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| Authors: | Shaw, Tim1 (AUTHOR), Barnet, Stewart1 (AUTHOR), Mcgregor, Deborah1 (AUTHOR), Avery, Jennifer1 (AUTHOR) tim.shaw@sydney.edu.au |
| Source: | Medical Teacher. Jan2015, Vol. 37 Issue 1, p53-58. 6p. |
| Subject Terms: | *Adults, *Higher education, *Professional education, *Alternative education, *Curriculum planning, *Intellect, *Learning, *Case studies, *Professional employee training, *Continuing medical education, *National competency-based educational tests, Internet, Medical practice |
| Abstract: | Background: Online learning is a primary delivery method for continuing health education programs. It is critical that programs have curricula objectives linked to educational models that support learning. Using a proven educational modelling process ensures that curricula objectives are met and a solid basis for learning and assessment is achieved. Aim: To develop an educational design model that produces an educationally sound program development plan for use by anyone involved in online course development. Methods: We have described the development of a generic educational model designed for continuing health education programs. The Knowledge, Process, Practice (KPP) model is founded on recognised educational theory and online education practice. This paper presents a step-by-step guide on using this model for program development that encases reliable learning and evaluation. Results: The model supports a three-step approach, KPP, based on learning outcomes and supporting appropriate assessment activities. It provides a program structure for online or blended learning that is explicit, educationally defensible, and supports multiple assessment points for health professionals. Conclusion: The KPP model is based on best practice educational design using a structure that can be adapted for a variety of online or flexibly delivered postgraduate medical education programs. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Background: Online learning is a primary delivery method for continuing health education programs. It is critical that programs have curricula objectives linked to educational models that support learning. Using a proven educational modelling process ensures that curricula objectives are met and a solid basis for learning and assessment is achieved. Aim: To develop an educational design model that produces an educationally sound program development plan for use by anyone involved in online course development. Methods: We have described the development of a generic educational model designed for continuing health education programs. The Knowledge, Process, Practice (KPP) model is founded on recognised educational theory and online education practice. This paper presents a step-by-step guide on using this model for program development that encases reliable learning and evaluation. Results: The model supports a three-step approach, KPP, based on learning outcomes and supporting appropriate assessment activities. It provides a program structure for online or blended learning that is explicit, educationally defensible, and supports multiple assessment points for health professionals. Conclusion: The KPP model is based on best practice educational design using a structure that can be adapted for a variety of online or flexibly delivered postgraduate medical education programs. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0142159X |
| DOI: | 10.3109/0142159X.2014.923563 |
