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Category : Blog

Learner Engagement is a Key to Educational Effectiveness

Over the past three years tens of thousands of clinician learners have participated in hundreds of ArcheMedX-powered Activities developed by the educational community. Analyzing the data generated across these diverse online educational interventions has revealed key insights into how the Learning Actions Model and award-winning ArcheViewer eLearning platform can be
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Comparative Effectiveness of eLearning

We are thrilled to announce the results of a head-to-head trial, conducted in partnership with Postgraduate Institute for Medicine (PIM) and AcademicCME, that measured changes in knowledge and competence. Designed in conjunction with a recently launched educational series for healthcare professionals managing patients with dyslipidemia, the results demonstrate that clinician learners participating
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New Publication: “The Rise and Stall of eLearning: Best Practices for Technology-Supported Education”

The following editorial was recently published at J Contin Educ Nurs. 2015 Jul;46(7):292-4. Please contact me directly if you are interested in obtaining a pdf of the article. --- The Rise and Stall of eLearning: Best Practices for Technology-Supported Education “eLearning” is a commonly used term in education today, but what does it mean? This
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Defining (real) learner engagement in online educational interventions

Over the weekend I came across an interesting article in the latest Alliance Almanac, "Defining Participants and Learners in CME: Standardizing Language for Online Activity Reporting." Access to this article is limited to Alliance members, but in a nutshell, here is the take-away: Showing the overall number of people who engaged in our online CME activities,
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#CMEpalooza ARCHIVE: “Data-Driven and Agile Educational Design: Ensuring Your Courses Intelligently Evolve”

This presentation was conducted on April 8th 2015 as part of the Spring 2015 CMEPalooza. To access the other 8th session that took place that day, please visit the CMEpalooza spring webpage. Our Abstract: In the formative days of continuing education (CE), when “producing” content was a specialized competency, educational planners had
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#CMEpalooza: “Data-Driven and Agile Educational Design: Ensuring Your Courses Intelligently Evolve”

Introduction: In the formative days of continuing education (CE), when “producing” content was a specialized competency, educational planners had little choice but to develop content, package it into slides or a monograph or a video, and then sit back and hope it had the impact that was intended. But times have
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The relationship between learning and the limitations of our working memory

I’ve been reading more and more recently about the connection between adult learning theory, cognitive science, and the underling physiology of learning – this is a critical body of literature for those planning and creating education. And while the complexity of this field of study is seemingly limitless, one of
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The New ArcheViewer Administrative Experience: The Emergence of Data-Driven Educational Planning

When we set out to transform online learning in medicine through a data driven e-learning delivery and assessment model we knew that, if successful, our educational partners would need an even more effective and efficient way to manage activity creation and data analyses. Thanks to the success of our educational partners, we
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