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Tag : eLearning

ArcheMedX and the University of Virginia School of Medicine Announce Collaboration And Launch First Education Series In Fetal Cardiology

Today at the American College of Cardiology’s 63rd Annual Scientific Session and Expo, the University of Virginia School of Medicine and ArcheMedX are unveiling an innovative online program designed to improve detection, diagnosis, and management strategies in Fetal Cardiology Washington, DC (PRWEB) March 29, 2014 The Office of Continuing Medical Education at the
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Online Education Has A Very Bright Future

Multiple industry reports released over the past few weeks predict the continued rise of e-learning and the adoption of new technology and learning models, from higher education to corporate training. The 2014 Horizon Report from the New Media Consortium and the Educause Learning Initiative shows that a rapidly increasing number of universities are incorporating online learning environments into courses of all kinds; making
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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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RESOURCE: When to Bring Your Association’s Continuing Education Online

When developing continuing education, you typically look to provide high value to your members while keeping costs as low as possible.  You repurpose content in ways that get the most bang for the buck whether that is by recording webinars and making them available on demand, granting online access to
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“How Great is The Impact of ArcheMedX-Powered Education?”

Answer: ArcheMedX-powered education has consistently and repeatedly allowed our Educational Partners (AcademicCME, Elsevier, ACEhp and others) to achieve the learning outcomes that they planned to achieve – and, in the process, they are learning far more about their content and learners. Level 1 = Participation: ArcheMedX-powered education and the Learning Actions Model
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ABSTRACT: A global model for effective use and evaluation of e-learning in health

Healthcare systems worldwide face a wide range of challenges, including demographic change, rising drug and medical technology costs, and persistent and widening health inequalities both within and between countries. Simultaneously, issues such as professional silos, static medical curricula, and perceptions of "information overload" have made it difficult for medical training
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MANUSCRIPT: eLearning among Canadian anesthesia residents: a survey of podcast use and content needs

BACKGROUND: Podcasts are increasingly being used in medical education. In this study, we conducted a survey of Canadian anesthesia residents to better delineate the content needs, format preferences, and usage patterns among anesthesia residents. METHODS: 10/16 Canadian anesthesia program directors, representing 443/659 Canadian anesthesia residents, allowed their residents to be included in the
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Education and Healthcare Embrace a Digital and Interconnected World

Fact or Fiction: Educational technology or "EdTech" is now essential. According to a recent survey by Harris Interactive it sure looks like a fact when 90% of surveyed educators state it's "important" or "absolutely essential" to use products (such as apps, computer games, websites, digital planning tools, or digitally delivered curricula) designed to help students or
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ABSTRACT: Low fidelity, high quality: a model for e-learning.

Background:  E-learning continues to proliferate as a method to deliver continuing medical education. The effectiveness of e-learning has been widely studied, showing that it is as effective as traditional forms of education. However, most reports focus on whether the e-learning is effective, rather than discussing innovations to allow clinical educators
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MANUSCRIPT: Learning styles and preferences for live and distance education: an example of a specialisation course in epidemiology

Background Distance learning through the internet is increasingly popular in higher education. However, it is unknown how participants in epidemiology courses value live vs. distance education. Methods All participants of a 5-day specialisation course in epidemiology were asked to keep a diary on the number of hours they spent on course activities (both
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