In medical affairs and medical communications, learning objectives often feel like a formality. Many medical writers, trainers, and scientific educators have experienced the same situation. A training module is already designed. The scientific story is clear. Then someone asks for three learning objectives for the slide deck or the eLearning module. Read more
Effective training for medical affairs teams is critical for ensuring they are equipped with the right knowledge and skills to adapt to emerging medical developments while communicating with transparency and accuracy. There are times in the learning journey when speed is key and times when careful planning is essential. Read more
You’ve seen it before: a slide that contains all the right information but somehow fails to communicate effectively. Whether it’s part of a training deck, an eLearning module, congress materials, or live presentation, the content is accurate and complete—so why doesn’t it work? Read more
You’re developing a 200-slide training deck for global rollout. Your inputs include slides from the US team (who abbreviate everything), content from European colleagues (who spell everything out), and “core slides” from global (each with different reference formatting). Even more challenging: Read more
Medical affairs teams face a persistent challenge: thousands of dollars invested in virtual training sessions yield disappointing engagement results, while critical skills like objection handling remain underdeveloped through static materials. This disconnect between training investment and practical application has created a knowledge gap that affects everything from product launches to ongoing medical information support. Read more
The terms “infographic,” “training card,” “one-pager,” and “illustration” are frequently used interchangeably in pharmaceutical communications, yet each represents a distinct format with specific characteristics and purposes. This lack of precision in terminology creates real challenges: medical affairs teams request “infographics” when they need detailed scientific summaries; MSLs receive dense text documents when they need quick-reference tools; and congress materials lack the visual impact needed to engage HCPs in a busy environment.
These mismatches between format and purpose not only waste resources but also diminish the effectiveness of scientific communication. Read more
Medical training generally consists of a mix of lectures, small group learning, and hands-on experience. Robert Gagné, an educational psychologist, developed a framework that describes the necessary steps for effective instruction called the nine events of instruction. Read more
We all know that medical training is demanding. But did you know that there is a science to optimizing how much information students can process during their studies? Read more
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