From Exercise Delivery to Learning Design
My work in healthcare education has deepened my appreciation for evidence-based practice and collaborative development. The ATLAS project, where I led the development of rheumatoid arthritis education modules for healthcare professionals, taught me valuable lessons about expertise extraction and cognitive load management.
Working with 32 subject matter experts ranging from rheumatologists to nurse practitioners revealed a consistent pattern: expertise often becomes invisible to those who possess it. This "expert blindness" creates what I call the "Expertise Gap"—the space between what experts know and what they can effectively explain.
I've found that establishing trusted relationships with subject matter experts leads to better outcomes than transactional approaches. By creating reliable processes and demonstrating respect for their time and knowledge, I help transform expertise into effective learning experiences that meet organizational needs.
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This experience ignited my passion for instructional design. I began seeking out every opportunity to develop my expertise in this field, starting with Articulate 360 training and eventually pursuing formal education in learning design.
When the opportunity arose to join the ATLAS project—creating Australia's first comprehensive eLearning platform for rheumatoid arthritis education—I embraced the challenge of designing learning for healthcare professionals nationwide.
The stakes were high: healthcare providers had limited time, varying levels of prior knowledge, and their learning would directly impact patient care. Traditional approaches to medical education were yielding completion rates of only 20-30%.
By applying evidence-based design principles and developing a deep understanding of our learners' needs, we achieved completion rates of 57.8%—more than double the industry standard. This reinforced my commitment to measurable, impactful learning design.
