Genomic Cancer Risk Assessment eLearning Transformation
This multi-year project centers on transforming a 13-week hybrid program in Genomic Cancer Risk Assessment into a fully asynchronous, CME-accredited eLearning experience. Designed for physicians, genetic counselors, and advanced healthcare professionals, the original course was rich in content but heavily dependent on faculty involvement. This placed considerable demand on the faculty and limited learner accessibility.
The project had three primary goals:
Increase access by transitioning to an asynchronous learning model
Lighten the instructional load on faculty
Enable the client to repurpose content into smaller, modular learning experiences for future use
My Role and Contributions
I’ve been deeply involved in this project from day one, supporting the client across every phase of the instructional design process. My contributions have included:
Full curriculum and LMS analysis to identify gaps, streamline delivery, and ensure alignment with adult learning theory.
eLearning development using Articulate Rise and Storyline, translating static content into dynamic, interactive learning modules.
Strategic planning and project management, providing structure and maintaining momentum across a complex, long-term engagement.
Weekly consultations and relationship-building, helping faculty see the value of instructional design by guiding them through each phase.
Medical writing, ensuring scientific accuracy while adapting dense content for clarity and learner engagement.
Early in the project, I created a sample module that showcased the interactive possibilities of eLearning. It was a pivotal moment—once stakeholders experienced firsthand how their material could be transformed, their enthusiasm grew. I still remember the moment in a meeting when one of the SMEs enthusiastically said, “This would make a great accordion interaction!”—a clear sign that they were beginning to truly visualize the possibilities of the final product.
Collaborative Impact
Working with this team of healthcare professionals has been one of the most rewarding aspects of my career. They live in the world of data, theory, and precision, and earning their trust meant speaking that language. I introduced them to frameworks like Bloom’s Taxonomy and Gagné’s Nine Events of Instruction, which not only helped justify key design decisions but also empowered them to apply these concepts in their own work—including grant proposals. We also discussed the latest instructional design trends, giving them a broader perspective on how their work aligns with current best practices in the field.
Over time, we've developed a strong rhythm rooted in mutual respect, curiosity, and shared purpose. This partnership has transformed how they think about teaching—moving from lecture-based delivery to learner-centered design.
Though the project is still ongoing, the agile, iterative approach we’ve adopted has enabled steady progress and ongoing refinement. Watching the course and our team evolve has been incredibly fulfilling. It’s a powerful reminder that instructional design is not just about learning outcomes, but about building shared understanding, creative momentum, and lasting impact.