In most disciplines, especially those related to health care, teaching content and facts is no longer plausible. Content overload has become a common problem that administrators and faculty are dealing with at all levels of academia (Giddens & Brady, 2007).
Combining the reality of content overload with the fact that today’s learners are expecting variety and engagement, leads to a call for change. Employers are seeking a graduate that is creative and possesses strong critical thinking skills. Society is creating a standard that the learner should be in charge of their own customized educational experience. These challenges are prompting academia to rethink the way post-secondary education is developed and delivered.