Business Problem: Pharmacy technicians had foundational knowledge but lacked structured, standardized training in several critical areas. These gaps directly contributed to dispensing errors and patient‑safety risks.

Solution: I designed a structured Medication Safety & Management program aimed at reducing dispensing errors by 30%. The course teaches technicians how to follow standardized protocols, verify product accuracy, store medications safely, and respond appropriately to alerts and discrepancies.

Course Highlights: 

• Adult-Learning Focus: Self‑paced structure that emphasizes relevance, application, and problem‑solving, helping technicians connect each concept directly to their daily workflow and apply skills confidently on the job.

• Real‑Life Scenarios: Includes workflow situations involving LASA medications, unclear SIGs, mid‑count interruptions, expired stock, and verification challenges, mirroring actual pharmacy risks and reinforcing correct safety protocols.

• Engaging Interactivity: The course uses click‑to‑reveal steps, accordions, tabs, and targeted knowledge checks to keep content organized, scannable, and engaging.

Process: I began the analysis by reviewing error reports, SOPs, and workflow patterns to understand where technicians struggled and why mistakes were happening in real‑world tasks. From there, I moved into content and problem analysis, mapping the learning objectives to four core skill areas so the training addressed the true root causes of errors rather than surface behaviors.

With the foundation set, I shifted into design, creating a detailed plan that outlined the module flow, interaction choices, scenario placement, and assessment strategy. This document became the blueprint for the build and ensured the narration, visuals, and activities all worked together.

During development, I built the course in Storyline 360 using a clean, consistent layout with chunked content, realistic scenarios, and interactive elements. The final design emphasizes clarity, accessibility, and learner engagement, making it easy for technicians to navigate the material and apply the concepts directly in practice.

Evaluation: 

• Level 2 - Learning: Learners complete scenario‑based knowledge checks and a final quiz to demonstrate they can apply key safety protocols in realistic situations. The assessments focus on decision‑making (e.g., label mismatches, LASA storage, interruptions, expiration issues, SIG conflicts) and include feedback to reinforce correct actions.

• Level 3 - Behavior: Three months after training, supervisors observe technicians on the job and review error trends to determine whether the skills are being applied consistently. Improvements are measured through reductions in dispensing errors, better storage practices, and increased identification of safety risks.

Lessons Learned: This project strengthened my understanding of how interaction variety and visual design shape the learner experience. While tab interactions worked well for organizing information, I realized the value of incorporating a wider mix of interaction types to create even more dynamic engagement. I also saw opportunities to streamline text and lean further into visuals and short video clips to support faster comprehension. These insights will guide how I continue refining my design approach in future Storyline projects.

Business Problem: Pharmacy technicians often lack structured communication training, leading to miscommunication, workflow inefficiencies, and reduced patient satisfaction. While technicians have strong technical knowledge, inconsistent communication practices create gaps that affect safety and service quality.

Solution: This course strengthens technician communication skills to reduce communication breakdowns by 30% and improve patient outcomes. Learners practice engaging with patients using supportive language, applying SBAR when communicating with pharmacists, and delivering clear medication education. The training also builds conflict‑resolution skills and supports safer, more efficient collaboration.

Course Highlights: 

• Aligned With Adult Learning Principles: Self‑paced design for busy pharmacy workflows, with practical, relevant content that supports immediate on‑the‑job application and allows learners to explore based on their experience level.

• Real‑Life Scenarios: Scenarios mirror everyday interactions at the counter, on the phone, and during handoffs, giving learners practice with patient‑friendly communication, SBAR conversations with pharmacists, teach‑back, and strategies that support medication adherence and reduce safety risks.

• Engaging Interactivity: The course uses conversation‑based scenarios, communication process blocks, example card sets, comparison tabs, accordion breakdowns, patient‑interaction images, and targeted knowledge checks to keep content clear, realistic, and easy to apply.

• Chunked for Clarity: Short, focused sections reduce cognitive load, with each module covering one communication domain at a time in a clean, scroll‑friendly layout.

Process:  I began the analysis by looking closely at the communication challenges technicians face every day. I also considered the realities of their workflow, recognizing that any training needed to be quick, practical, and easy to absorb during a busy shift.

From there, I moved into content and problem analysis, mapping the learning objectives to the core communication skills technicians rely on most: patient‑friendly language, teach‑back, SBAR conversations with pharmacists, and strategies that support medication adherence. This helped me shape the course around real interactions technicians encounter at the counter, on the phone, and during handoffs.

With the foundation set, I shifted into design, creating a detailed plan that outlined the lesson flow, scenario placement, interaction choices, and visual approach. Because Rise is scroll‑based, I intentionally chose cards, tabs, accordions, and process blocks to keep the content organized, scannable, and easy to navigate.

During development, I built the course in Rise 360 using a clean, visual layout with short lessons, realistic communication examples, and interactive elements that reinforce key skills. Images, process steps, and knowledge checks help learners practice communication strategies in situations that feel true to their daily work.

Evaluation: 

• Level 2 - Learning: Learners complete scenario‑based knowledge checks throughout the course to demonstrate their ability to apply key communication skills. Each module includes a focused assessment managing patient interactions, using SBAR with pharmacists, and supporting patient understanding and adherence. A final quiz reinforces these skills through realistic, decision‑making scenarios, with feedback provided to guide learners toward mastery.

• Level 3 - Behavior: Three months after training, supervisors observe technicians during normal workflow to determine whether communication practices are being applied consistently. The follow‑up focuses on patient engagement, clarity of explanations, effective use of SBAR, and support for medication adherence. Improvements are measured through reduced communication breakdowns, stronger collaboration with pharmacists, and more confident, patient‑centered interactions.

Lessons Learned: This project reinforced how effective Rise can be for creating clean, streamlined learning experiences. Because the build process was smooth, I focused on refining the flow and ensuring each interaction supported clarity and engagement. Moving forward, I plan to experiment with a wider variety of interaction types and incorporate more visual and multimedia elements—such as short video clips—to further enhance learner engagement and break up text‑heavy sections.