Introduction
Dr. Nada Yasin Fida, a Saudi professional based in Jeddah, currently serves as the Patient eXperience Communication Training Manager at the International Medical Center (IMC). With a PhD in Quality Management and more than ten years of experience in the training field, she is also an ICF Senior Certified Transcendence Coach specializing in personal growth and self-development, as well as a Professional Certified Trainer (PCT) from Canada. Her exposure to the FIRSTmed-ADLX framework enabled her to redesign her learning journeys in a way that activates deeper learner engagement and meaningful transformation.
Within the medical sector, particularly among non-medical frontline staff, a noticeable challenge was the lack of balance between professional responsibilities and personal well-being. This imbalance was reflected in stress levels, potential burnout, and reduced overall satisfaction, which could indirectly affect the quality of Patient eXperience and communication.
Consequently, Dr. Nada designed an Active Deep Learner eXperience (ADLX) to effectively address these challenges. The learning journey , she designed and facilitated, was implemented as part of a whole learning journey titled “Excellence in Healthcare Communication,” designed for Patient eXperience staff including receptionists, customer care representatives, call center agents, switchboard operators, and VIP representatives. The group consisted of 20–22 participants working in a high-demand healthcare environment in Jeddah, Saudi Arabia. These participants came from diverse departments, with varying roles and responsibilities, and were engaged in a context that required constant interaction with patients. The journey aimed to raise their awareness of life balance using the “Wheel of Life” concept, helping them reflect on their current reality and move toward a more satisfying and personalized sense of balance.
eXperience Design and Sequence of Activities
The FIRSTmed-ADLX framework was selected as a starting point to redesign one of the workshops within the program due to its ability to address every participant as a whole human being and create a structured yet flexible Learner eXperience. Its five domains allowed the facilitator to consider participants mentally, emotionally, physically, and spiritually, which aligned strongly with the objective of exploring life balance.
By the end of this learning journey, participants were able:
Attitude Outcomes:
- To value the importance of life balance in both personal and professional contexts
- To appreciate the role of well-being in enhancing performance and communication
Skills Outcomes:
- To assess personal life balance using the Wheel of Life tool
- To plan actionable steps toward improving balance in different life areas
Knowledge Outcomes:
- To define the concept of the Wheel of Life
- To understand how different life areas influence overall well-being
The learning session was part of a series of five learning sessions and was conducted in a synchronous, in-person setting. It included a sequence of eXperience and learning activities such as pre-opener activity, storytelling, cooperative learning activities (including Tea Party, Think–Pair–Share, and group-based interactions), practice using the Wheel of Life assessment, energizers, and linking and summarizing activities. The sequence was designed to gradually move participants from awareness to reflection and finally to planning, while maintaining engagement through varied interaction patterns and respecting participants’ energy levels and diverse perspectives.
One Learning Activity Using RAR Model
For the Readiness Increase Stage, participants were invited to engage in the Wheel of Life assessment as a central learning activity that allowed them to reflect on different areas of their lives and evaluate their current level of balance.
At the beginning, participants were invited to observe a demonstrated model of the Wheel of Life, while receiving clear guidance on how to use the assessment tool and how to score each life area. The materials were distributed to each participant, creating a sense of readiness and clarity about what they were about to experience.
As for the Activity Facilitation Stage, participants worked individually on their own Wheel of Life assessment while the facilitator moved among them, offering support, answering questions, and ensuring that each participant was progressing comfortably. The space allowed for individual reflection while maintaining a supportive presence that encouraged engagement and confidence.
Following was the Reviewing Actively Stage, during which participants were invited to reflect on their results by considering what their wheel currently looks like. They shared their thoughts about what they noticed in their level of balance and what it meant for their daily lives and work. This reflection led them to identify areas that required attention and encouraged them to outline a personal plan to improve their balance. Looking ahead, participants committed to implementing their plans over a period of three months, with a scheduled follow-up to revisit their progress and reinforce continuity.
FIRSTmed-ADLX Domains in Action
F – Focusing on Learner Behaviors
The experience was designed to ensure that each participant felt individually seen and valued throughout the journey. The facilitator used participants’ names, provided each one with personalized materials such as assessment sheets and reflection cards, and created opportunities for every individual to express their perspective. Additional one-on-one follow-up sessions after three months reinforced this individualization and demonstrated trust in each participant’s ability to reflect and grow.
I – Interacting within Positive Group Dynamics
A strong sense of group interaction was created through cooperative learning strategies and varied group formations. Participants engaged in activities such as Tea Party, Think–Pair–Share, and group discussions, which allowed them to connect across departments and share diverse perspectives. The presence of Patient eXperience leaders within the activities further enhanced motivation and created a supportive and encouraging environment where participants felt comfortable engaging and contributing.
R – Reviewing Activities within RAR Model
In addition to the first two stages of the RAR model; Readiness Increase and Activity Facilitation, reflection was embedded throughout the learning journey, particularly after the facilitation of the Wheel of Life activity. Participants were continuously invited to share their insights, express their feelings, and connect the activity to their personal and professional realities. Reviewing Actively extended beyond the session itself through follow-up after three months, allowing participants to revisit their reflections and evaluate their progress.
S – Sequencing within Learner eXperience
The session was carefully structured to move from introduction and awareness to deeper reflection and application. Activities were varied to maintain engagement, including storytelling, group work, energizers, and practical assessment. Key concepts were revisited through different methods such as discussions, visual tools, and activities, ensuring repetition without boredom. Linking and summarizing were achieved through group sharing, keyword activities, and reflective discussions that connected all parts of the journey.
T – Transforming Learning into Performance
The Learner eXperience extended beyond the session through practical application and follow-up. Participants developed personal plans to improve their life balance and were given a three-month period to implement these plans. Follow-up meetings, feedback tools such as questionnaires and visual cards, and open communication channels ensured continuity and reinforced the transformation from learning into real-life performance. The experience emphasized that the journey of balance is ongoing, supporting sustained impact.
Conclusion
The application of the FIRSTmed-ADLX framework resulted in a highly engaging and meaningful Learner eXperience. Participants demonstrated strong engagement throughout the session, actively sharing their thoughts and reflections, and expressing how enjoyable and impactful the experience was. Many participants highlighted the value of the journey and requested similar programs to be conducted more frequently, indicating a clear shift in their perception of learning and development.
From a well-being perspective, the experience contributed to increased awareness of life balance, supporting stress reduction and helping prevent burnout. Participants reported feeling more valued, particularly as the learning journey acknowledged the importance of their personal and family lives alongside their professional roles.
For the facilitator, this experience reinforced the effectiveness of the FIRSTmed-ADLX framework in creating a holistic and impactful learning journey. Sharing participants’ feedback with top management opened opportunities to further align future learning journeys with participants’ needs, ensuring that this Active Deep Learner eXperience continues to evolve and respond to real workplace challenges.