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Using the Knowledge, Process, Practice (KPP) model for driving the design and development of online postgraduate
Tim Shaw1, Stewart Barnet, Deborah Mcgregor
1University of Sydney , Australia.
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.
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