What is in this article?:
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.
Because the entirety of this CME model is based on what learners have to do before they can actually learn, the system provides gentle nudges at points where the instructor thinks a note would be a good idea, McGowan says. “We’re not being invasive or obtrusive with it, but we integrate note-taking into the planned activity, and provide visual cues—‘Here are three important things that you ought to remember.’ The more that we nudge the learners to use the architecture, and the more the content that our partners are creating is married to the architecture, the more effectively those four actions are being taken.” The architecture also enables educators to introduce new content once the program is live (think of a clinical study that is released three months later) and then nudge the learners to interact with the new content.
Following a commitment-to-change model, users set the reminders, which are e-mailed to them based on a pre-set delivery schedule. “It automatically archives the notes that you thought were important, and sends them out to you at set intervals,” says McGowan. Learners don’t necessarily even have to open the e-mail—the subject line alone will serve as a reminder about the note they took, though they can link back to the referenced part of the presentation if they want to. “That reminder of just looking at the subject line, just awareness about the note, will begin the retrieval process we know drives long-term learning,” says McGowan.
Educational planners also can overlay the content with a message, perhaps pointing out the three most important things to remember, or offering related content and programs on the topic, or launching a quiz. “Using the informatics’ engine within the learning architecture, we can connect disparate pieces of content so learners don’t have to struggle to make those connections themselves,” says McGowan.