The Making of Osmosis Clinical Sciences
Published on Jan 12, 2024. Updated on Jan 12, 2024.
To support students from day one to patient one, and beyond, the Osmosis from Elsevier Clinical Sciences library was designed to teach learners how to think clinically. Join us as we dive into the creation process and discover the dedication and expertise behind this collection of clinical videos, decision-making trees, and exam-style assessments.
The Osmosis from Elsevier Clinical Sciences library is designed by experts in each medical specialty to ensure we cover what's most important during core clerkships. At each stage of the creation process, our team of Clerkship Directors helps write and review content to ensure accuracy, focus, and adherence to the latest evidence-based clinical guidelines.
Clinical Curriculum Committee Clerkship Directors
Mariam Akhtar, MD – Kansas City University
Jillian Zavodnick, MD, FACP – American College of Physicians
Sonia George, DO – Donald & Barabra Zucker School of Medicine
Ravi Garg, MD – Loyola Medicine
Obstetrics and Gynecology (OBGYN)
Marisol Segundo, MD – Harvard Medical School
Akram Alashari, MD, FACS – Central Michigan University College of Medicine
Andrea (Andi) Cooley, DO, FACOS – University of Texas at Tyler School of Medicine
Nursing Practitioner Clinical Sciences Review Team
Elizabeth Lucas, EdD, RN, CNE
Kelsey LaFayette, DNP, FNP
Lisa Miklush, PhD, RN, CNS – Boise State University
Maria Pfrommer, DNP, PhD, FNP-BC, RN – Pennsylvania College of Health Sciences
Physician Assistant Clinical Sciences Review Team
David Beck, EdD, MPAS, PA-C, DFAAPA – Department of Physician Assistant Studies University of Pittsburgh
Erich Grant, MMS, PA-C – Department of Physician Assistant Studies at Randolph-Macon College
Watch a 5-minute video from some of our Clerkship Directors about why they're excited about the Osmosis from Elsevier Clinical Sciences library.
Pinpointing Learning Objectives
Each Osmosis Clinical Sciences learn page has learning objectives that illuminate the main learning goals of each video. These learning objectives help both faculty and learners easily align videos to their coursework, by highlighting what is important to keep them on track.
The Clinical Curriculum Committee Clerkship Directors start by examining existing clerkship curricula to identify what content learners need to succeed. This review ensures Clinical Sciences content aligns with the latest evidence-based clinical guidelines and clinical best practices while being expertly scoped for the first-time clinical learner. When outlining the learning objectives, Clerkship Directors also consider the type of content each learn page will hold – the approach to presentation (e.g., chest pain) or the approach to disease (e.g., acute coronary syndrome).
Utilizing standardized templates designed for either the approach to presentation or the approach to disease, Scriptwriters take the Clerkship Directors' outline and draft an initial set of learning objectives. These templates establish consistency and clarity in presenting content across the different clinical concepts covered in the Clinical Sciences Library.
Next, the learning objectives undergo a thorough editorial review to enhance clarity, coherence, and educational effectiveness before being given back to the Clerkship Directors for final approval.
Crafting Clinical Decision-making Trees
To help learners prepare for clinical practice, each new Clinical Sciences video is paired with an expertly crafted clinical decision-making tree (DMT). DMTs help learners form schema so they can more confidently make decisions from a patient’s initial presentation to final treatments. The creation process begins with a group of Osmosis Scriptwriters and Clinical Content Editors working together to expertly draft the initial DMT. This collaboration helps ensure content is scoped appropriately and adheres to Osmosis standards and style.
Once the script is meticulously crafted and reviewed, the DMT moves along to Osmosis Medical Illustrators. Medical Illustrators take the script and transform the complex medical concepts into an easy-to-understand, flowing step-by-step DMT. Their expertise enhances the educational impact of our content, ensuring that learners can effortlessly follow and grasp the intricacies of medical decision pathways.
To finalize, Clerkship Directors provide another thorough review confirming the scripts encapsulate the intricate details vital for comprehensive clinical understanding.
Script-to-Screen Clinical Sciences Video Creation
Our goal for Clinical Sciences videos is to present complex clinical topics in an engaging and digestible format in as short a time as possible. Osmosis Clinical Sciences videos, lasting around 10 minutes, keep students focused on essential content by following the DMT and integrating detailed information at each stage. Scriptwriters take the Osmosis-style tone, and voice learners know and love and create the initial script. Scripts are reviewed by Clinical Content Editors and the Clerkship Director team to ensure accuracy before moving on.
The delivery of the script is also important. We often tell our Voiceover Artists to deliver a voiceover like they would explain particle physics to their best friend. Osmosis Voiceover Artists are trained to speak at a specific cadence so our busy first-time clinical learners can understand what’s being explained, even while watching at accelerated speeds.
Once the audio is complete, Osmosis Medical illustrators create visuals and animations for the videos. Text layout and effective communication of the script are key as the Clinical Sciences videos flow through the steps laid out in the linked clinical DMTs. Osmosis Medical Illustrators spend as much time working on scene layout and creation as they do on illustration.
Next, Osmosis Video Editors string individually animated scenes together into a continuous flow of action. Once individual scenes are combined, visuals are paired with audio files. Our goal is to match the video recording to the audio recording of the word — down to the syllable. Video editors may also add additional animations and effects to highlight or convey the clinical concepts in each video.
Once video edits are complete, each Clinical Sciences video is sent to the Clerkship Directors for final review and approval.
Building Board-style Assessment Items
To help reinforce learning and prepare students for exams, each Clinical Sciences learn page comes with new linked clinical-vignette assessment items. Assessment items include detailed correct and incorrect answer explanations to pinpoint and correct misconceptions and ultimately promote a deeper and more comprehensive grasp of the clinical concept.
An assessment item is meticulously crafted for each Learning Objective to ensure all learning outcomes have a targeted and comprehensive evaluation. Pulling from the video script to ensure alignment and consistency, Scriptwriters build out questions and answers. Once written, a preliminary review is conducted by Clinical Content Editors with an eagle eye for style and substance. Our experts review questions and answers, eliminating the possibility of multiple correct answers, guaranteeing realism in scenarios, and embracing patient-centered inclusive language for a holistic approach.
From there, to bring more clarity to complex concepts, clinical assessment items are enriched with carefully crafted illustrations from our Medical Illustrator team. These visual aids serve as powerful tools for explanation, enhancing comprehension and reinforcing key learning points.
Osmosis Clinical Content Editors then review questions one more time for final review and approval.
Selecting Externally-linked Evidence-based Guidelines and Resources
All Clinical Sciences learn pages come with an Evidence-Based Guidelines (EBGs) section to help build foundational skills needed in clinical practice and push the importance of lifelong learning. This section links out to every evidence-based resource or medical textbook used to create the Decision-making Tree and video script.
Osmosis from Elsevier Clinical Content Editors and Clerkship Directors work together to select EBGs. The following criteria are used to determine if a resource will go into a Clinical Sciences learn page linked to EBGs:
- It must be from a well-trusted professional organization (e.g. American College of Obstetricians and Gynecologists)
- It must be used to guide clinical decision-making in the U.S.
- It must have a clinical recommendation.
The expert Osmosis team works together to make learning medicine engaging, concise, and enjoyable. The new Clinical Sciences library is an excellent resource, serving both faculty by supporting in-class work and students as they review a patient's pathology or deep dive into their studies. Take a moment to read how our Clinical Sciences library supports educators and students more effectively.
Interested in how Osmosis from Elsevier can support clinical education in your school's program? Schedule a call today.