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Tag : Collaborative Learning

Dynamic and More Flexible Expansion Planned for Strategies for Success as a Patient-Centered Medical Home Initiative

BALTIMORE, MD—May 22, 2017—The National Committee for Quality Assurance (NCQA) and its collaborating partners, Med-IQ and ArcheMedX, are pleased to announce a more dynamic, engaging, and flexible initiative being developed in response to the successes and lessons learned from the 2015-2017 Strategies for Success as a Patient-Centered Medical Home (Strategies
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ABSTRACT: Feasibility of a virtual learning collaborative to implement an obesity QI project in 29 pediatric practices.

BACKGROUND: Quality improvement (QI) activities are required to maintain board certification in pediatrics. However, because of lack of training and resources, pediatricians may feel overwhelmed by the need to implement QI activities. Pediatricians also face challenges when caring for overweight and obese children. OBJECTIVE: To create a virtual (online) QI learning collaborative through
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ABSTRACT: Collaborative diagramming during problem based learning in medical education: Do computerized diagrams support basic science knowledge construction?

To examine how collaborative diagramming affects discussion and knowledge construction when learning complex basic science topics in medical education, including its effectiveness in the reformulation phase of problem-based learning. Methods: Opinions and perceptions of students n = 70 and tutors n = 4 who used collaborative diagramming in tutorial groups were collected with a
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ArcheMedX and the New Jersey Academy of Family Physicians Announce the Launch of the First Accredited Virtual Course

Selected family physicians and patient-centered medical home teams can now participate in an eight-week virtual course, with some activities accredited for AAFP Prescribed credit, on the Treatment of Major Depressive Disorder. Charlottesville, VA (PRWEB) February 20, 2014 ArcheMedX and the New Jersey Academy of Family Physicians (NJAFP) launched the first ever virtual course, with educational
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ABSTRACT: Understanding the effects of time on collaborative learning processes in problem based learning: a mixed methods study

Little is known how time influences collaborative learning groups in medical education. Therefore a thorough exploration of the development of learning processes over time was undertaken in an undergraduate PBL curriculum over 18 months. A mixed-methods triangulation design was used. First, the quantitative study measured how various learning processes developed within
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MANUSCRIPT: An exploratory study of the potential learning benefits for medical students in collaborative drawing: creativity, reflection and ‘critical looking’.

BACKGROUND: Building on a series of higher educational arts/medicine initiatives, an interdisciplinary drawing module themed on the human body was developed for both year 3 Craft students and year 3 Medicine degree students. This became the subject of a research project exploring how the collaborative approach to drawing adopted on this
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New ArcheMedx Collaborative Learning Model to Simplify Lifelong Learning in Primary Care

In partnership with the New Jersey Academy of Family Physicians (NJAFP) and American College of Osteopathic Family Physicians (ACOFP), ArcheMedX will power a new collaborative education model for primary care physicians and primary care teams. Charlottesville, VA (May 1, 2013) / PRWeb / ArcheMedX announced today a collaboration with the New Jersey
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ABSTRACT: Creating collaborative learning environments for transforming primary care practices now

Abstract The renewal of primary care waits just ahead. The patient-centered medical home (PCMH) movement and a refreshing breeze of collaboration signal its arrival with demonstration projects and pilots appearing across the country. An early message from this work suggests that the development of collaborative, cross-disciplinary teams may be essential for
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