Using the Knowledge, Process, Practice (KPP) model for driving the design and development of online postgraduate medical education

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.

Acknowledgements

The authors would like to thank Dr Greg Ryan and Dr Patricia Lyon for their invaluable input into the design of the KPP model.

Declaration of interest: The authors have no declarations of interest to report.