DESIGN STRUCTURE (Top)
The excellence in FAFA products are the culmination of years of expertise. We build each product with experts in each area. We read the research about where the weakness are for traditional training products, then we put together a design team to develop a product which overcomes those weaknesses.

Each design team has an expert in each of 3 key areas:

1. a physician in emergency medicine: The Medical Director oversees all content for accuracy, keeps up to date on the latest recommendations, issues prescriptions and certificates where required.
2. a professional educator: The Educator is responsible to make certain all of the programs follow
3. a leader in multimedia design: The Multimedia Expert design has been with us for 2 decades. FAFA has its own experts who do nothing but work in this area. Our Head of Technology has more than 25 years in designing multimedia products.

ACCURACY OF CONTENT (Top)
Content follows all required guidelines. Once the course of studies is designed, all content, activities and the test must pass the scrutiny of a physician who has specialized in emergency medicine. This keeps all procedures more up to date than the latest release of the guidelines. Our medical director has the final say on what content must be included in a course.

SCIENCE BEHIND THE DESIGN (Top)
The research clearly points to the fact that traditional training products vary according to who is teaching the class. Also there has been consensus that most traditional programs are NOT designed by people who have studied how to teach adults. FAFA is purposely build taking into account how adults learn.

All main points are built around the following philosophy: PRESENTATION; DEMONSTRATION; ACTIVITY; FEEDBACK. Research shows us that it is not enough to simply have a person read information. In FAFA new information is presented, there will be a video to demonstrate how a person performs the action. The video can be stopped, replayed, or zoomed. FAFA then provides the learner with an activity where they must use the information which they have read and which they have seen. In the activity, the student receives immediate feedback (both on what they did well and what needs to be improved).

As a major design criteria, FAFA follows the long tried and true adage: Multi media multi mode: this design means that students with different learning styles can learn effectively. It also means that key points are reinforced with different types of activities.

STUDENT PRACTICE (Top)
All research shows that the most important indicator of success is the amount of time spent on the task. FAFA is designed so students receive a lot of practice. They will spend more time on skills than in any traditional course. Every student will do the practice.

The course is designed to present key points that must be learned. All key points have activities where students practice the skills they have been taught.

If students do not practice enough in the course, then they will be forced to practice the skills when they do the assessment.

TEST DESIGN (Top)
All products which FAFA applies to the multimedia design are competencies. This means the content and the skills are thoroughly and completely defined before we begin to build the teaching program. There are clearly defined aims and objectives for our course. We carefully test both the theory and the skills that have been taught.

The test is designed to force students to demonstrate that they a) now the theory, b) can demonstrate that they can perform the skills required.

All students are tested on all skills. They must demonstrate 100% mastery before they can be granted a certificate. It is not possible to pass FAFA without demonstrating that a) you have mastered all of the skills, b) that you can recognize what to do in different situations. If a student makes a mistake when they are demonstrating skills, they are given the option to return to the section in the course where that skill is taught. They cannot go further in the test until they show they know what to do and they demonstrate that in a situation.