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Comparative Effectiveness of eLearning

We are thrilled to announce the results of a head-to-head
trial, conducted in partnership with PostgraduateDyslipidemia Screenshot
Institute for Medicine (PIM) and AcademicCME, that measured changes in knowledge and competence. Designed in conjunction with a recently launched educational series for healthcare professionals managing patients with dyslipidemia, the results demonstrate that clinician learners participating in more interactive online education powered by the ArcheViewer have much greater improvements in knowledge and competence than those participating in traditional online learning.

The trial consisted of three, 30-minute, video-based activities that are accredited for physicians, nurses, and pharmacists.* To support the comparative study design, the same video-based content that was delivered within the ArcheViewer (intervention group) was also hosted on a separate educational portal (control group) and delivered to a similar audience of clinician learners. Each of the control group activities included the same CE front matter, pre-test, video file, and post-test questions that were utilized in the intervention group.

To assess the impact of the educational experience a single-sample analysis was conducted on the pre-test and first post-test performance of 711 learners. The percentage of correct responses for each group was compared to understand the change in correctness before and immediately after learners completed each activity. These data were then compared at a composite level across the three individual activities and at the level of each activity separately.

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This comparative analysis revealed that clinician learners who participated in the ArcheViewer-powered education demonstrated changes in knowledge and competence that were nearly FOUR-times greater than that of the control group who participated in a traditional online series utilizing the same primary video content.

While the composite analysis demonstrated nearly four-times greater change in learners participating in the ArcheViewer-powered activities, the effect at the level of each activity ranged from 2.3 times to 5.7 times greater changes between pre and post-test correctness.

Stated another way, the ArcheViewer’s more interactive and engaging online experience appears to reduce the cognitive burden of learning placed on each learner and facilitates the movement of newly consumed information from short-term memory into long-term memory. The results of this comparative analysis suggest that our unique approach to structuring online learning may effectively overcome the key limitations of working memory.

We have been privileged to work closely with terrific educational partners, such as AcademicCME and PIM, who have now utilized the ArcheViewer to support lifelong learning for more than ten thousand clinicians, validating the strength and impact of the ArcheViewer and the ArcheMedX Learning Actions Model across hundreds of activities and dozens of clinical areas.

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For additional data and a deeper analysis of the trial results, please download this complimentary white paper.


If you are interested in seeing how the ArcheViewer transforms online learning, please schedule a 30-minute web demonstration with the ArcheMedX team using the following link:

Schedule a Web Demo


*This online education series and comparative research project was supported by an independent educational grant from Sanofi US and Regeneron Pharmaceuticals Alliance.


Written by

Brian is a research scientist and educational technologist. He helped transform Pfizer’s Medical Education Group and previously served in educational leadership roles at HealthAnswers, Inc.; Acumentis, LLC.; Cephalon; and Wyeth. He taught graduate medical education programs at Arcadia University for 10 years. Dr. McGowan recently authored the book "#socialQI: Simple Solutions for Improving Your Healthcare" and has been invited to speak internationally on the subject of information flow, technology, and learning in healthcare.

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