Online training might be easy to launch, but making it effective? That’s the real challenge.
Many organisations assume that uploading recorded lectures to a digital platform is enough. But without thoughtful design, online learning often leads to disengagement, passive consumption, and poor retention.
When UCT’s Department of Medicine needed to move its intensive FCP Part 1 Refresher Course online, we knew we could assist. Traditionally, this program brought doctors together in a lecture hall for focused learning. Moving it online meant we had to rethink – not just replicate – the experience.
Here’s how we approached it:
A Purpose-Built Online Format
Rather than trying to recreate the in-person event, we introduced a blended virtual model:
- Asynchronous learning via a Learning Management System (LMS):
Participants can watch pre-recorded lectures at their own pace, giving them the flexibility to absorb content around their clinical duties.
- Live, interactive Zoom sessions:
These are designed for Q&A and MCQ-based discussions, where participants could actively engage with lecturers and apply what they learned in real time.
This shift from a passive to an active learning model made all the difference.
The Results? They Speak for Themselves
Not only did the format work, but it was preferred.
What We Learned
- Virtual doesn’t mean second-best: when it’s intentional, online training can drive high engagement and satisfaction.
- Blended formats work: especially in time-pressured professions like healthcare.
- Prepping facilitators is key: online interaction takes a different skill set. Lecturers need to be briefed, supported, and confident in managing online discussions.
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