Online Learning Resources @ RACP is the central learning space to access educational resources either developed by the RACP or shared by other Medical Colleges. The Digital Learning team in collaboration with Fellows, Education Committees and College staff design and develop educational resources to support the teaching and learning of College Members. (Find out how to be involved.)
The online resources within Online Learning Resources @ RACP have not only been developed by the College, but some resources have utilised external funds, such as grants from the Department of Health and Ageing and NSW Health.
CPD credits available
RACP CPD Participants can earn CPD credits (1 credit per hour) in the Educational Activities, Category 1 for the time they spend on these online learning resources.
Participants of the Online Supervisor Professional Development Program (SPDP) can earn 3 credits per hour in Reviewing Performance, Category 2.
Why online learning resources?
Online educational resources make learning more accessible to Fellows and trainees. The changing behavioural patterns of individuals and the rise in increasingly mobile technology demonstrate ripe opportunity to allow members to access resources on their own devices, at their own time.
The Online Learning Resources @ RACP platform covers topics that form part of the College’s training program curricula and the Professional Practice Framework. At the same time, they are grounded in real life experiences of trainees and supervisors to ensure relevance and real-world applicability. Leveraging the benefits of the digital multimedia, the courses make use of video and audio scenarios as a method of delivery. Interactivity is evident through activities such as discussion forums, polls, and reflection and practice activities.
Resources have been developed using the following design principles which take into consideration the varying needs of the trainees and Fellows.
Self-paced over facilitated
Learners access the resource when it works best for their schedule rather than synchronous cohorts.
Optional over required
Learners are able to access and progress throughout the course based on their needs rather than restricting content for progression.
Non-linear over linear
Learners can explore the course in an order that works for them rather than shoe-horning everyone down the same path.
Open community over closed course
Learners asynchronously engage with peers in a community of practice rather than of committing to a closed and timed course.
Interaction and engagement
Learners should be engaged through a variety of content delivery formats and online / offline activities.