[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-174159-105":53,"doc-detail-174159-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","cpd-council-of-respiratory-therapy-instructional-design-template-instructional-design-template","CPD Council of RESPIRATORY THERAPY - Instructional Design Template - Instructional Design Template","","Instructional design template for a CPD (continuous professional development) course/program under the CPD Council of Respiratory Therapy. It captures the course overview, rationale and need, targeted core competencies, participant entry requirements based on demonstrated competence (not years), and major learning objectives. It defines provider-led evaluation including procedural skills checklists, minimum passing criteria, remedial opportunities, and the purpose of evaluation to verify achievement of intended learning outcomes. It also provides a measurement approach using Kirkpatrick’s four levels.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/cpd-council-of-respiratory-therapy-instructional-design-template-instructional-design-template/174159/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/cpd-council-of-respiratory-therapy-instructional-design-template-instructional-design-template/174159.png","ImageObject",442,249,{"name":88,"@type":89},"Mason","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-27","2026-09-02",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",19,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What sections are required in the course/program instructional design?","Question",{"text":109,"@type":110},"The template requires course/program title, description (scope, justification, and need), major objectives, participant entry competencies and prerequisites, and minimum instructional design contents including evaluation requirements.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How should provider evaluation work for skills training within a CPD program?",{"text":114,"@type":110},"The provider should include a procedural checklist with done/not done columns for crucial steps, define a minimum percentage for passing, and specify remedial options and the number/timing of chances for participants who fail.",{"name":116,"@type":107,"acceptedAnswer":117},"How does the template recommend measuring training effectiveness using Kirkpatrick’s four levels?",{"text":118,"@type":110},"It instructs how to measure Level 1 reaction (e.g., satisfaction surveys), Level 2 learning (pre/post tests and assessments), Level 3 behavior (longer-term observation and interviews), and Level 4 results (link outcomes to the training and measure long-term benefits).","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},174159,1791703897,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":73,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":9},5909887256941,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","CPD Council of RESPIRATORY THERAPY\nCourse/Program Title: _____________________________________________________\nCourse/Program Description:\nwhat the c/p encompasses or covers\njustify or provide reasons why the c/p is offered\nwhy is there a need for this c/p\nwhat core competencies or learnings are addressed by this c/p\nMajor Course/Program Objectives:\nwhat is expected from the course/program\nParticipants Description (characteristics, entry competency level/prerequisite/s):\nentry competency level/prerequisites: For example, Advance Critical Respiratory Care course cannot be offered to new RT graduates since Advance Critical Respiratory Care requires experience and a certain competency level.\nNOT IN NUMBER OF YEARS but on competencies already demonstrated by the participant.\nInstructional Design (these are the minimum contents/columns required, Provider may add more columns as needed):\nEVALUATION by the CPD PROVIDER:\nIf c/p offered requires skills training, a checklist of steps of the procedure is expected listing the steps, columns for done or not done; passing rate (If the participant achieves ____% minimum of crucial steps in procedure, is this considered passing?)\nProvider will determine how much percentage will be considered passing. Will remedial course be offered so that the participant who fails can eventually complete and pass the evaluation and thereby receive a certificate of completion for course offering? When and how many chances will the participant be given the chance?\nPURPOSE OF EVALUATION BY THE CPD PROVIDER:\nIs to check if the participants achieved the learning outcomes intended. CPD Provider has to ensure confidence in the program that it designed.\nIf the evaluation of the outcomes is not properly done, then the CPD program is considered weak or poor.\nIt is the responsibility of the CPD provider to ensure that the participant achieved learning outcomes through the use of proper evaluation tools.\nSelf-evaluation by the participant is not sufficient proof of having achieved learning outcomes.\nOutline on how you will measure the effectiveness of your training using Kirkpatrick’s 4 levels of evaluation:\nHow to Apply the Model\nLevel 1: Reaction\nStart by identifying how you'll measure reaction. Consider addressing these questions:\n•\tDid the trainees feel that the training was worth their time?\n•\tDid they think that it was successful?\n•\tWhat were the biggest strengths of the training, and the biggest weaknesses?\n•\tDid they like the venue and presentation style?\n•\tDid the training session accommodate their personal \u0013 HYPERLINK \"https://www.mindtools.com/mnemlsty.html\" \u0014learning styles\u0015?\nNext, identify how you want to measure these reactions. To do this you'll typically use participant’s satisfaction survey, focus group or questionnaires; however you can also watch trainees' body language during the training, and get verbal feedback by asking trainees directly about their experience.\nLevel 2: Learning\nTo measure learning, start by identifying what you want to evaluate. (These things could be changes in knowledge, skills, or attitudes.)\nIt's often helpful to measure these areas both before (pre) and after (post) training. So, before training commences, test your trainees to determine their knowledge, skill levels, and attitudes.\nOnce training is finished, test your trainees a second time to measure what they have learned, or measure learning with interviews or verbal assessments.\nLevel 3: Behavior\nIt can be challenging to measure behavior effectively. This is a longer-term activity that should take place weeks or months after the initial training.\nConsider these questions:\n•\tDid the trainees put any of their learning to use?\n•\tAre trainees able to teach their new knowledge, skills, or attitudes to other people?\n•\tAre trainees aware that they've changed their behavior?\nOne of the best ways to measure behavior is to conduct observations and interviews over time.\nLevel 4: Results\nOf all the levels, measuring the final resul","cbCaimY0JgcEmlEu","https://ap.wps.com/l/cbCaimY0JgcEmlEu","docx",61907,"English","# CPD Course/Program Overview\n## Course/Program Description and Objectives\n## Participant Entry Requirements\n# Instructional Design (Minimum Contents)\n## Provider Evaluation: Skills Checklist and Passing Criteria\n## Purpose of Evaluation and Evidence of Learning\n# Measuring Training Effectiveness (Kirkpatrick’s 4 Levels)\n## Level 1: Reaction\n## Level 2: Learning\n## Level 3: Behavior\n## Level 4: Results","[{\"question\":\"What sections are required in the course/program instructional design?\",\"answer\":\"The template requires course/program title, description (scope, justification, and need), major objectives, participant entry competencies and prerequisites, and minimum instructional design contents including evaluation requirements.\"},{\"question\":\"How should provider evaluation work for skills training within a CPD program?\",\"answer\":\"The provider should include a procedural checklist with done/not done columns for crucial steps, define a minimum percentage for passing, and specify remedial options and the number/timing of chances for participants who fail.\"},{\"question\":\"How does the template recommend measuring training effectiveness using Kirkpatrick’s four levels?\",\"answer\":\"It instructs how to measure Level 1 reaction (e.g., satisfaction surveys), Level 2 learning (pre/post tests and assessments), Level 3 behavior (longer-term observation and interviews), and Level 4 results (link outcomes to the training and measure long-term benefits).\"}]","CPD Council of RESPIRATORY THERAPY - Instructional Design Template - Instructional Design Template | DOCX",1788310834]