VIRTUALHOW
Instructor-Led Virtual Classrooms
By Kathryn Rebilas
T
oday's healthcare environment
demands quick information
turnaround and flexible onthe-job learning to stay competitive.
In order to keep pace with the rapidly
changing environment, instructor-led
virtual classroom utilization is on the
rise in the life sciences industry.
In January 2016, TGaS Advisors
conducted a study on instructor-led
virtual training. e goal was to
investigate how companies are using
virtual classrooms and identify best
practices and challenges for
implementation. Twelve
pharmaceutical companies
responded, all of whom use an
instructor-led virtual classroom for at
least one component of their training
curricula.
TGaS identified several common
drivers behind the adoption of virtual
classrooms. (Figure 1: Business
Rationale for Investment) Across the
board, organizations are using virtual
classrooms as a means for faster skill
implementation. Learners no longer
have to wait to travel to an in-person
educational classroom for high
quality, instructor-led educational
experiences. Virtual classroom
training can be scheduled frequently
between live new hire classroom
sessions in order to transfer the
baseline knowledge and skills new
sales representatives need to begin
calling on customers effectively.
Companies are also looking to
create efficiencies while cutting costs.
Virtual classroom training can reduce
learner time out of territory while also
reducing learner travel and lodging
costs. For instance, some companies
are reducing the amount of time a
representative is out of territory at a
POA meeting, choosing to conduct a
FOCUS | SUMMER 2016 | www.L-TEN.org
FIGURE 1
BUSINESS RATIONALE FOR INVESTMENT
FIGURE 2
VIRTUAL CLASSROOM TRAINING AUDIENCES
FIGURE 3
LENGTH OF VIRTUAL CLASSROOM SESSION
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Table of Contents for the Digital Edition of Focus Magazine - Summer 2016