ID Portfolio

Showcase: Medicaid Systems training

Medicaid Provider Enrollment

This project aimed to equip individual healthcare providers with the knowledge and tools needed to enroll in Medicaid—a critical prerequisite for using the state's digital data entry systems. By identifying gaps in provider understanding and streamlining the enrollment process through targeted training, the initiative supported broader goals of improving access to Medicaid-sponsored services and enhancing data accuracy across the system.

Analysis

Most of my projects follow the traditional ADDIE methodology, beginning with a thorough analysis phase. In this particular initiative, we identified a foundational need: providers must understand how to enroll in Medicaid before they can effectively use digital data entry tools.

During analysis, I approach each project like a journalist preparing a story—by answering the essential questions: who, what, when, where, why, and how. The resulting artifact from this phase was a thorough training strategy document.

Who: In this case, our audience was individual doctor’s practices. We gathered insights by reviewing the state’s existing provider data and conducting questionnaires. Occasionally, we’re fortunate to engage directly with our audience through interviews or focus groups, which provide invaluable context.

What: The “what” refers to the terminal learning objective. I treat content development as problem-solving. For example, the problem statement might be: “I am a doctor and I don’t know how to provide Medicaid-sponsored services.” The corresponding learning objective becomes: “Doctors will be able to enroll their practice to provide Medicaid services to their patients.” From here, we can develop enabling learning objectives, to more deeply identify and refine the knowledge, skills, and abilities we wish to impart on our learners.

Why: Although often overlooked, the “why” is critical. Ideally, it emerges from a learning needs analysis—a set of investigative tools used to identify gaps, recommend solutions, and forecast positive outcomes. In reality, many projects begin with a perceived problem from the customer, which can obscure the true purpose. That’s why I prioritize uncovering the “why” during analysis. It ensures that customers, learners, and sponsors understand how learning can positively impact their goals. From here, we can begin to draft the tools we will use to measure the content during the evaluation phase.

Design

Once the analysis phase clarified our audience, objectives, and constraints, we moved into design, where structure and strategy take shape. This is where the learning experience begins to take form, translating insights into a blueprint for instruction.

For this project, the design centered around guiding providers through a complex, often bureaucratic process: enrolling in Medicaid. To make this digestible, we broke the terminal objective into sequenced, performance-based learning outcomes, or "enabling objectives." Each outcome aligned with a step in the enrollment process, ensuring clarity and relevance.

I approach design with a learner-first mindset. That means choosing formats and modalities that match the audience’s preferences and constraints. In this case, we opted for a blended approach: interactive eLearning modules supported by downloadable reference guides and digital instruct-led training. The modules were designed to simulate real-world scenarios, allowing providers to practice decision-making in a safe environment.

We also built in scaffolding using progressive layers of support that fade as learners gain confidence. This included visual walkthroughs, embedded FAQs, and optional coaching sessions. Accessibility and usability were key design principles, especially given the diversity of provider types and technical skill levels.

Finally, we mapped the content to measurable outcomes and assessment strategies. Each module included formative checks for understanding, culminating in a summative task that mirrored the actual Medicaid enrollment process. This ensured that learning wasn’t just theoretical—it was actionable.

Development

Once the design blueprint is finalized, the development phase is where ideas become tangible learning products. This is the hands-on stage, where building, assembling, and refining the actual instructional materials takes place.

For this project and others, I use the Articulate 360 suite, primarily Rise and Storyline, to develop interactive modules that guided providers through the Medicaid enrollment process. These tools allowed for responsive design, branching scenarios, and embedded media, which helped make the content both engaging and accessible.

To support visual clarity and branding consistency, I used the Adobe Creative Suite (Photoshop, Illustrator, and occasionally After Effects) to create custom graphics, icons, and visual aids. These elements were especially useful in simplifying complex enrollment steps and making the digital toolkit more intuitive.

A key part of development was template creation. I designed reusable templates for slide decks, eLearning modules, and job aids to ensure consistency across deliverables and streamline future updates. These templates included standardized layouts, color schemes, typography, and interaction models aligned with both client branding and accessibility standards.

Unlike the Design phase, which focuses on planning structure, sequencing, and instructional strategy, Development is about execution. It’s where I:

Build out the storyboard into functioning modules.
Integrate multimedia and interactivity.
Conduct internal testing for usability and technical performance.
Prepare materials for pilot testing or stakeholder review.

Throughout development, I also maintained version control and documentation to support iterative feedback and future scalability. This ensured that updates could be made efficiently without disrupting the learning experience.

Implementation

With development complete, the implementation phase focuses on delivering the learning experience to the target audience and ensuring everything runs smoothly in the real-world environment.

For this project, implementation involved deploying the digital toolkit to individual doctor’s practices across the state. Because the training materials were built using the Articulate 360 suite, we were able to publish SCORM-compliant modules that integrated with the client’s LMS and web portal. This ensured tracking of learner progress and completion data, which was essential for reporting and evaluation.

We also created a facilitator guide and support documentation to assist field representatives and state personnel with rollout. These materials included instructions for accessing the training, troubleshooting common issues, and providing learner support. Additionally, we developed a communication plan to introduce the training to providers, including email templates, promotional graphics (created in the Adobe Suite), and a short explainer video.

A key part of implementation was template deployment. The templates developed during the build phase—such as branded slide decks, job aids, and interactive walkthroughs—were reused across multiple regions and adapted for different provider types. This helped maintain consistency while allowing for localized customization.

We conducted a soft launch with a pilot group to identify any technical or instructional issues before full deployment. Feedback from this group informed minor revisions and helped us prepare for broader rollout. We also coordinated with IT and support teams to ensure compatibility across devices and browsers, especially for mobile users.

Ultimately, implementation is about more than just “going live.” It’s about ensuring learners have access, support, and a clear path to success. By aligning technical delivery with instructional intent, we were able to provide a smooth and effective learning experience for providers.

Evaluation

The evaluation phase is where we measure the effectiveness and impact of the learning solution, both during and after implementation. It ensures that the instructional materials not only meet the original objectives but also deliver meaningful outcomes for learners and stakeholders.

I approach evaluation in two parts: formative and summative.

Formative evaluation occurs throughout the design and development process. For this project, I conducted internal reviews and usability testing using Articulate Review 360, which allowed stakeholders and SMEs to provide real-time feedback on interactive modules. I also used pilot testing with a small group of providers to observe how they interacted with the content and where they encountered friction.

During this stage, I tracked:

Clarity of instructions and navigation
Accuracy of content
Effectiveness of visual and interactive elements
Learner engagement and comprehension

Feedback loops were built into the process, allowing for rapid iteration and refinement before full deployment.

After implementation, I gathered data to measure summative results and assess whether the learning objectives were met and if the training had a measurable impact. This included:

Post-training surveys to assess learner confidence and satisfaction
Knowledge checks and completion data from the LMS
Follow-up interviews with a sample of providers to understand how well they were able to apply the training in real-world scenarios (e.g., successfully enrolling in Medicaid)

Where possible, I collaborated with stakeholders to track downstream metrics, such as increases in Medicaid enrollment or reductions in support requests, to evaluate the broader impact of the training.

Evaluation doesn’t end with deployment. I maintain a feedback mechanism for ongoing updates, especially when policies or systems change. Because I developed reusable templates and modular content, updates can be made efficiently without overhauling the entire course.

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