A medical training program can look polished on paper — clear slides, structured sessions — and still fail to close the actual competency gap it was built for. This training course from the Arab British Fellowship Training Academy is built for professionals in healthcare and education who need to design medical training programs grounded in recognized educational standards and real clinical practice, not just good intentions.

Participants work through the full instructional design process: identifying genuine training needs, writing learning objectives that can actually be measured, and building content and activities suited to the medical field. The course keeps a strong methodological focus, equipping participants with the skills to build training that keeps pace with clinical developments and stays relevant as healthcare environments change, strengthening the quality of medical education and continuous training across institutions.

Who Should Attend

• Training managers in healthcare institutions and teaching hospitals.
• Faculty members in medical and nursing colleges.
• Coordinators of continuing medical education across healthcare sectors.
• Healthcare professionals looking to build their skills in training program design.

What You Will Be Able to Do

• Design a medical training program that genuinely matches learners' needs, not a generic template.
• Analyze training gaps and prioritize educational needs within the medical field.
• Write measurable, outcome-based learning objectives.
• Build training content consistent with learning principles in clinical and medical contexts.
• Choose the right methods to evaluate whether a medical training program actually worked.

Module 1: What Makes Medical Training Actually Work

• The real difference between medical education and medical training, and why each needs its own design approach.
• Applying instructional design frameworks, the logical model and ADDIE, to a clinical training context.
• Core educational principles that specifically hold up in healthcare settings.

Module 2: Finding the Real Training Gap

• Methods for collecting data on training needs, from performance records to direct trainee input.
• Telling individual needs apart from organizational or institutional ones.
• Tools for analyzing gaps in medical performance before designing a single session.

Module 3: Setting Objectives and Building the Content

• Applying Bloom's taxonomy across cognitive and clinical learning domains.
• Writing objectives that are genuinely measurable and tied to the clinical skills they target.
• Selecting core topics, supporting content, and relevant medical protocols, then sequencing them the way learners actually learn.

Module 4: Building Materials Trainees Actually Use

• Designing effective, professional presentation materials.
• Choosing educational media suited to a clinical audience.
• Integrating illustrations and medical visuals that clarify rather than clutter.

Module 5: Delivering and Managing the Training Session

• Choosing between lecture-based teaching, simulation and model-based instruction, and video or clinical-clip content.
• Managing session time and activity distribution in real time.
• Communication skills and adapting delivery style across diverse medical backgrounds.

Module 6: Proving the Program Works and Making It Better

• Evaluation models, particularly Kirkpatrick's framework, for measuring training effectiveness.
• Collecting and using trainee feedback alongside outcome data.
• Reviewing the program after delivery and building a concrete follow-up plan for continuous improvement.