The work is based on engineering the audio video contents of the didactic presentations at the Regional Symposium on Sleep Medicine delivered to the target audience at NAMSCON 2013. The audio was extracted and then synchronized with Power Points, re-synthesized as SCORM (Sharable Content Object Reference Model) compliant packages and integrated with Moodle (Modular Object-Oriented Dynamic Learning Environment) as Learning Management System (LMS). The preliminary evaluation results showed high satisfaction with the content, its short loading time and smooth playback. These attributes were demonstrated to be effective in enhancing learning. The Moodle as LMS also allows tracking the participants' progress, involving them in social groups and open discussion forum for further enriching the online content and also helps in statistical analysis through its inbuilt web analytics. The technology is not only flexible and economical but also an effective delivery method for Continuing Professional Development Programmes.

Key words: Continuing Professional Development, Learning Management System

World Federation for Medical Education. Proceedings of the World Summit on Medical Education. Henry Walton, editor (1994) Medical Education. 28, Suppl. 1, p. 147-148.

The Executive Council : The World Federation for Medical Education. In : Continuing Professional Development (CPD) of Medical Doctors : WFME Global Standards for Quality Improvement : Trilogy of WFME Documents. WFME Office : University of Copenhagen, Denmark, 2003.

Schostaka J, Davisb M, Hansonc JS, et al (2010). The Effectiveness of Continuing Professional Development. A report prepared on behalf of College of Emergency Medicine, Federation of Royal Colleges of Physicians and Manchester Metropolitan University. General Medical Council UK.

Ruggeri K, Farrington C, Brayne C (2013). A Global Model for Effective Use and Evaluation of e-Learning in Health. Telemedicine and e-HEALTH. 19: 312-321.

Kavadella A, Kossioni A E, Tsiklakis K et al. (2013). Recommendations for the development of e-modules for the continuing professional development of European dentists. Eur J Dent Educ. 17 (Suppl. 1): 45–54.

Singh K, Sharma B, Misra S, Bajaj J S (2013). Determination of Satisfaction Index as a tool in evaluation of CME Program. Ann Natl Acad Med Sci (India). 49 (3&4) : 185-193.

Anon: Podcasting in medicine (2005). J Vis Commun Med, 28(4):176.

Kyalo I W, Hopkins S (2013). Exploring the Acceptability of Online Learning for Continuous Professional Development at Kenya Medical Training Colleges. The Electronic Journal of e-Learning, 11: 82-90.

Boulos M N K, Maramba I, Wheeler S (2006). Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. BMC Med Educ. 6:41.

Lin F et al. (2009). Adaptive and Intelligent Web-Based Educational Systems : Guest Editorial Preface. Intl. J. of Web-based Learning and Teaching Technologies. 4(1) : i-iii.

Keegan D (1980). On defining distance education. Distance Educ. 1:13 – 36.

Childs S, Blenkinsopp E, Hall A, Walton G (2005). Effective e