Nationwide, many locations, different prior knowledge levels: For WPO, we developed three e-learning modules that deliver the theoretical foundation consistently. All three modules are accredited by the Baden-Württemberg Chamber of Psychotherapists. The result: better preparation, greater depth in in-person events, and a cross-site standard of quality and knowledge in curriculum implementation.

Initial situation & target vision

WPO offers its continuing education programs nationwide. In the WPO-IC curricula (interdisciplinary) and WPO-PT (licensed psychotherapists), professional groups with highly heterogeneous prior knowledge learn together: physicians, psychotherapists, and social workers. Many instructors contribute their expertise—valuable, but complex to coordinate.

Target vision:

Cross-site consistent theoretical foundational knowledge before course/in-person days
High didactic quality despite heterogeneous prior knowledge levels
Accreditability for official recognition of continuing education hours

Didactic approach

Didactic reduction & clear learning objectives

We structure content around precise learning outcomes (knowledge, application, reflection). Complex content is didactically reduced without losing professional depth.

Modular & microlearning-capable

The modules are divided into short, self-contained units. This facilitates asynchronous learning and promotes repetition, transfer, and retention.

Interactivity & assessment

Knowledge checks (formative assessment)
Blended learning approach
E-learning serves as preparation for course dates

Low-barrier design

Calm, clear UI, unambiguous text-image references, consistent typography, and lean navigation minimize cognitive load.

Technical implementation

Moodle integration

Roles & permissions tailored to target groups and instructors
Tracking & analysis for course leadership and quality management
Stable scalability for nationwide use

Quality assurance

Subject-matter copyediting and editorial loops with instructors
Iterative prototypes until consensus on content, tone, and depth

Module overview

Introduction to psycho-oncology and psycho-oncological care – accredited

Foundation of terms, roles, care structures, and interdisciplinary interfaces.

Psychosocial burdens and coping with cancer – accredited

Stress factors, coping, indicators for interventions, interprofessional collaboration.

Guidelines and quality assurance in psycho-oncology – accredited

Guideline orientation, quality assurance, documentation.

Added value of accreditation: Psychotherapists receive continuing education credits. PT chambers generally mutually recognize completed courses—so participants benefit nationwide.

Why accredited e-learning?

Quality standard: Uniform knowledge base across all locations
Efficiency: In-person time for deepening instead of fundamentals
Motivation: Continuing education credits as a clear incentive
Transparency: Learning objectives, scope, exams, and proof are clearly defined

Collaboration & process

Kick-off & goal definition (curriculum mapping, target groups, recognition criteria)
Content framework & storyboards (sequence, media, checks, cases)
Prototyping (UI/UX, tone, exemplary learning units)
Expert reviews with instructors (multi-stage coordination)
Production (text, graphics, interactions, audio/video optional)
QA & copyediting (technical, linguistic, didactic)
Moodle integration (roles, tracking, reporting)
Rollout & monitoring (support with technical questions & development of new solutions in expanding the LMS platform)
Rollout & monitoring (feedback loops, optimization)

Impact in the curriculum

Consistent foundation for all participants – regardless of location and prior knowledge
Greater depth in discussions & exercises during in-person sessions
Visible quality promise through accreditation
Better controllability for course leaders thanks to reporting

Examples of learning elements

Visualization of abstract concepts

Complex issues broken down to their core statement
Graphic/interactive preparation

Definition of key technical terms

Audience-oriented wording and examples
Consideration of and resolution of possible misunderstandings

Promotion of individual deepening in various subject areas

Undisturbed learning path without distracting information, for a clear overview
Reference to further information tailored to the interests of target groups

Measurable results (examples)

High completion rates even when offered for voluntary completion
Positive participant feedback on comprehensibility and relevance

Outlook

Development of additional modules
Expansion of the learning platform to further support course operations
Continuous content updates in line with guideline developments

Key takeaways

Heterogeneous target groups? → Clear overview through e-learning modules that fit perfectly into the blended learning concept
Many locations? → Uniform foundation, better use of in-person sessions
Quality & incentive? → Accreditation + credits increase motivation

Would you like to standardize curricula across locations and build accreditable e-learning?

Then feel free to contact us!