Evolving small, group-based learning

Recentdata shows clinicians are using social technologies for the express purpose of lifelong learning and professional development – suggesting learners are looking for these opportunities. In fact, when you ask clinicians to describe the most valuable part of their last live meeting they will invariably speak to the Q&A or the hallway discussion…the elements of the educational planning process that are most often largely afterthoughts. Which has led educators to begin exploration of more structured forms of social learning and massive open online courses (MOOCs).

However, at ArcheMedX we see the natural evolution of the gold-standard learning model in the form of an ArcheCourse that enable clinicians to participate in a series of structured, collaborative learning activities or a planned curriculum. The ArcheCourse provides the best of ‘small, group-based learning’ formats in a full online or blended course model. It brings cohorts of learners together within a private and secure virtual classroom, where they can interact and learn from each other.

The ArcheCourse builds on the three pillars of small group learning: Faculty, Content, and Classmates; to create a learning model that enables faculty to engage with small cohorts of learners through a flexible curriculum of weekly video, slide, or case-based lessons; collaborative exercises; and self-directed learning activities.


Since the dawn of time, medical education has been a one-trick pony – faculty teach, students learn. It is a model that has served its purpose, but it is a model that fails to truly engage, to drive critical thinking, or to empower learners. In an ArcheCourse faculty can step away from the podium (so to speak) and facilatate, moderate, even instigate truly novel learning moments.


The idea that content simply consists of videos or cases or articles or abstracts overlooks the interconnectedness of information. Learners learn best when a connected set of content is presented to them to explore through different formats. In an ArcheCourse, faculty and planners can choose from a variety of learning tools and formats to design a curriculum that connects content and critical lessons together.


Perhaps the element of learning this is most often lost in medical education is that clinicians seek to learn from and emulate other clinicians they trust. By providing detailed learner profiles, the ArcheCourse makes it possible for learners to know exactly who they are interacting with and learning from. Learners rely on study groups in medical school, trainee cohorts throughour residency, and hallway conversations during continuing education. In an ArcheCourse learners can engage in discussions with classmates around planned content and accredited CME activities, communicate with faculty, and connect with each other to share insights and ask questions.

Learner Features

  • Engage in collaborative learning activities each week
  • Track progress individually and against class targets
  • Connect and learn from colleagues with matched experiences and shared interests
  • Set and receive personalized reminders via email or text message
  • Search, filter, and share news, journals, and supporting material
  • Track activity in personal learning streams
  • Download, email and share notes and reminders

Educational Planner Features

  • Design curricula to include scheduled learning activities
  • Assign clinicians to designated cohort groups 
  • Create interactive multi-media based lessons
  • Upload and automatically index related educational content
  • Leverage rapid polling and surveying to better understand the community’s needs
  • Track and assess detailed learner activity, individually and at the group level