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Transforming e-Learning in Oncology and Urology, ArcheMedX Extends Partnership with AcademicCME and Elsevier

Following the success of their first ArcheViewer-powered educational series in Multiple Sclerosis, AcademicCME and Elsevier have expanded their collaboration with ArcheMedX to launch e-learning initiatives in Non-Small Cell Lung Cancer and Overactive Bladder Disease. Charlottesville, VA (May 14th, 2014) ArcheMedX announced today, in collaboration with Elsevier’s Office of Continuing Medical Education
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ABSTRACT: Harnessing social media for health promotion and behavior change

Rapid and innovative advances in participative Internet communications, referred to as "social media," offer opportunities for modifying health behavior. Social media let users choose to be either anonymous or identified. People of all demographics are adopting these technologies whether on their computers or through mobile devices, and they are increasingly
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MANUSCRIPT: Teacher-made models: the answer for medical skills training in developing countries?

Abstract BACKGROUND: The advantages of using simulators in skills training are generally recognized, but simulators are often too expensive for medical schools in developing countries. Cheaper locally-made models (or part-task trainers) could be the answer, especially when teachers are involved in design and production (teacher-made models, TM). METHODS: We evaluated the effectiveness of a
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ABSTRACT: ‘Thinking on my feet’: an improvisation course to enhance students’ confidence and responsiveness in the medical interview

Abstract BACKGROUND: Effective patient-centred communication requires physicians to respond 'in the moment' to comments and questions. It is a valuable skill to be able to react to unexpected patient utterances with empathy and support, and these surprises may be most common in general practice where patients are encouraged to speak to their
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MANUSCRIPT: Academic self-efficacy: from educational theory to instructional practice [Perspect Med Educ. 2012] – PubMed – NCBI

Abstract Self-efficacy is a personal belief in one's capability to organize and execute courses of action required to attain designated types of performances. Often described as task-specific self-confidence, self-efficacy has been a key component in theories of motivation and learning in varied contexts. Furthermore, over the last 34 years, educational researchers from
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