What is in this article?:
- New CME Architecture Aims to Enable Better Learning
- Evolving a New Learning Structure
- Built-in Cues
- Three Building Blocks
- Using Learning Action Data to Build Better Education
ArcheMedX is a learning architecture created to both strengthen and simplify the learning process by helping learners take better notes, build in reminders so they can reflect on what they learn over time, search for further information to help them integrate learning into practice, and collaborate withand other learners to validate their perspectives on the information.
Evolving a New Learning Structure
McGowan first contacted Selzer as he was gathering examples of collaborative communication models for his book, #SocialQI: Simple Solutions for Improving Your Healthcare. Selzer, with Jason Bhan, MD, had launched an online learning community for U.S. physicians in 2008. Called Ozmosis, the community enabled thousands of licensed and verified physicians to tap into the collective knowledge of their peers. Over time, the software platform behind the Ozmosis.org community evolved into OzmosisESP, an informatics-powered collaboration solution that hospital systems and healthcare organizations such as DaVita use today to improve the flow of information around clinical content and workflows.
“By using OzmosisESP, if someone on the morning shift on 9 West started a new workflow process (such as updating a care plan), evening-shift nurses on 4 East would be able to track it as it evolved,” says McGowan. “The more Joel explained what the software could do, the more ideas I had about how we could transform medical education.” Early last fall, the two decided to spin out ArcheMedX as an entirely new venture. The Ozmosis enterprise software platform, which has been used by tens of thousands of clinicians over the past several years, provided the initial informatics engine and collaborative tools used within the ArcheMedX software. Selzer is now ArcheMedX’s CEO and McGowan is the chief learning officer of the company they co-founded.
To date, McGowan and Selzer have interviewed more than 150 clinicians, educators, residents, and residency directors to explore what can be done to improve a clinician’s lifelong learning experience. What they found is that learners don’t typically have training in note-taking, or setting reminders, or effective searching, much less social validation. “If we asked clinicians if they had ever taken a note-taking class or thought about how to improve their note-taking, 99 percent said no,” says McGowan.
And while most have some way to remind themselves of information they want to retain—by dog-earing a page, highlighting a piece of text, or sending themselves an e-mail—the reminders either take the learner away from what they’re learning, or end up being ignored when, despite good intentions, learners don’t revisit their notes. A few more clinicians copped to trying to learn how to search more effectively, but even those who are more comfortable at searching aren’t always great at finding what they need. “Their ability to find the right answer and use it effectively is numbingly bad,” says McGowan.
And yet these four “natural” learning actions—note-taking, reminders, search, and collaboration—have to take place before learning can happen. “Time after time the clinicians we interviewed told us that their learning begins with note-taking, but they need to take more effective notes,” says McGowan. “Then learners need to build a set of reminders around those notes that enable them to reflect efficiently over time and apply their learning insights to practice. They also need to have access to and be able to efficiently search related pieces of information so they can understand how what they learn relates to the context of their practice or prior body of knowledge. And they need to be able to compare perspectives on the learning with others, which helps to reaffirm and cement the learning into place.”