Building Practice-ready Confidence with Osmosis

All right. So we're gonna be talking about building practice, ready confidence with osmosis.

My name is Catherine Johnson. My fancy title is Director of Educational Strategy and academic Engagement here at Sevier and our global Med Ed uh product team.

Really what that means is I support teaching and learning with our whole portfolio and really advise on implementation strategies, so not a clinician, but I do play a clinician on TV.

So at the um at the top, I'd like to just start with a really high level overview of Elvir and how osmosis fits into this portfolio.

So for more than 100 and 40 years, Elvir is partnered with the health education community to support the preparation of future healthcare professionals and for the advancement of patient care.

And we do believe together with you, we can shape the future of health. Yeah.

So we really strive to support our customers in these five key areas building on that expertise that we have in content creation and content delivery with some really engaging digital and print learning materials.

And in conversations with 100s of programs across the globe, we routinely hear about these five drivers of education that you're seeing on the screen now.

So whether that's making education engaging and efficient, how insights that really help to improve student performance, uh or even in some cases, uh program performance, providing trusted content with progressive learning depth.

So we can meet students wherever they are on that journey, uh supporting educational equity um and building practice, ready confidence.

So let's talk about osmosis in the context of of these five these five drivers. Um as you can see our entire educational product portfolio is here and I suspect that uh you recognize some of these brands.

So because our focus is on osmosis, uh we'll talk about how we can use osmosis to prepare confident, competent uh practice ready clinicians to care for patients a quick 30,000 ft view before we dive into the the platform demo.

So we talk about osmosis as a longitudinal curricular support tool. So the backbone of that is our collection of whiteboard style animated videos.

So as part of a larger uh suite of resources, what we've done with osmosis is to use these whiteboards style videos uh to make things approachable to keep students engaged.

Um and to uh enable us to provide evidence based education, right? We've built all of this on really strong uh science of learning and multimedia design principles and we know that it works and we hear from students routinely that osmosis helps to make difficult concepts a little bit uh easier to understand and makes their study uh more efficient.

So you're probably aware of osmosis for the basic sciences. It's been around for quite some time.

Um And we have really robust coverage for the basic science years as our student population has matured through their, their studies in pa and med school nurse practitioner programs.

Um They've asked us to have more robust solutions for the clerkship years and certainly from a curricular perspective as there is a continued compression of curricula particularly in med schools.

Um and of more blending of what used to be a hard line, right? For clinical versus basic science, we recognized that there was a need to really develop some more clinical sciences videos.

Um So what I am pleased to show you today is our new collection of clinical sciences videos. So what's new is the internal medicine and surgery?

All of these are mapped um to the core guidelines for each of the clerkships and the things I'm gonna make sure I talk about today is the backward mapping to uh basic sciences.

Uh the different styles of videos or or categories of videos that we have uh that alignment to clerkship guidelines, principal decision making trees to really guide thinking uh and our self assessment tools as well as playlists.

So let's just jump right into the demo here. So what you can see when we land on the login page is that it will say welcome back.

Um So I've been here before. So, welcome back, Catherine uh across the top here, you see the ability to view all topics, which is how we're going to navigate.

But there is also a search if we wanted to search for a particular topic. So we're gonna start with uh internal medicine.

And as I very briefly mentioned, the way that these each clerkship is lined up is based on the clerkship guidelines within the US for each association.

So this is the clerkship Director of Internal Medicine Organization. And as I mentioned, we've backward mapped to the prerequisite basic sciences.

So if as a student, I am prepping for my medicine rotation. And I realized, oh my gosh, I don't remember any of the anatomy of the coronary circulation.

Um or how anticoagulants work, we can go really easily forward and backward through the collection. So they're double shelved if you will here under prerequisite basic sciences.

Um Now, what is new, brand new are our diagnoses and clinical conditions? I wanna start with the clinical conditions because I'm so so excited about this and I don't think um uh anyone could be possibly be as excited about these except for the people who wrote them.

So we've taken what are essentially the cardinal manifestations of disease. And we have collected them in these videos to help students wherever they are on this journey, whether that is during the didactics uh period of their education or on rounds to really think about what do I do with a patient who is presenting with this symptom or this symptom complex?

And the amazing thing about these videos is that they aren't just internal medicine focused for IM or OBGYN focused for OBGYN.

They're really looking at all of the different diagnoses that we need to include on that differential list and walking students through how to think about that.

So I'm going to go to and I've opened these tabs for for speed here. I'm gonna go to um clinical conditions.

I'm gonna look at dyspnea, which if you are not a physician for my colleagues is shortness of breath. So here we have the approach to dyspnea video and this is the template that we use for every video uh within the osmosis platform.

So we'll always have the video title at the top. If it's included in multiple places within our library, we'll list that.

Um And we have the video as the star of the show. There's a transcript for every single one.

So if you're a fast reader, go ahead and use the uh the transcript to get a sense of what's going to be covered. And then you see across the bottom, we have some yellow markers here which are essentially myo markers or, or chapter for the video.

So we can really quickly get to sections on say pneumothorax. One more exciting thing and is a part of every single video within this new clinical Sciences collection are these decision-making trees.

So algorithms that you can if your eyes are older, like mine will zoom in. They really walk us through how to think about a patient workup.

So if we have a patient who presents with acute no shortness of breath, what do I do first? Are they stable or are they unstable if they're stable?

What do I need to do in that? H and P is it a respiratory cause?

Is it a cardiovas muscular cause? Is it um metabolic?

Right. So you see, there's all these different organ systems here.

So we're really casting a wide net to help students think about uh what they want to uh what they want to do. Next.

I'm gonna play just a second because every video also has a very, very short overview of what in this case, what is acute dyspnea before it walks through the algorithm?

So I'm gonna change this being neurologic conditions. Many causes of acute dyspnea are life-threatening.

So it's important to have a systematic approach to evaluating these patients. When approaching a patient with dyspnea.

First, you should perform an ABCD E assessment to determine if your patient is unstable or stable if they are unstable. First check for alarm signs and symptoms, check for upper airway obstruction by auscultating for stridor, a high pitched breathing sound and by directly examining the airway for oropharyngeal swelling or the presence of a foreign body.

All right, I'm gonna pause there. I hope that gave you enough of a flavor for how these, how they or organized and what you've seen is that the way that we show the images on the page, the way the text unfolds, the, the uh voice talent that goes along with these is all designed based on those multimedia design principles so that they can help students really learn effectively.

So with this, let's say, we think ah the dyspnea, I've worked up my patient, pretty sure it's asthma. The next step in this collection would be to go to the uh S diagnosis video.

So we also have the the disorder videos here. So we went from approach to disease and now we are in uh uh clinical conditions.

So here is our clinical condition. I think it's asthma.

Uh And here we have that same, that same design. We'll have a quick overview of what asthma is and then this video will walk learners through the different steps in this decision-making tree with some additional context around how to manage uh how to manage asthma.

All of these videos also have corresponding questions, right? So not only do we want students to watch videos but we want them to really actively engage with them.

So for each of these, each of these videos, students can go through and answer us them only step two style questions. I'm gonna press start and just show you what these look like.

And I have never answered them before. So, um, we'll, we'll go together.

So all of them are vignette style, all them are very high quality. Uh If you are a medical educator, you'll notice that these are not in the Scary Fred format.

If you are apa educator, they're not in the pants um framework. Either.

These are really designed for low stakes to mids stakes learning. So let me quickly define what I mean by that low stakes, meaning students can take these on their own.

They're designed to provide just in time uh like immediate feedback. And by midst mistakes, I mean that as a faculty member, you could create a playlist of videos and I'll show you that in a second and then assign the collection of videos with the associated questions that students can click on a button and I think that raises the stakes a little bit, right?

If somebody says, hey, Catherine, I want you or expect you to watch these videos and answer these items. Um So same items but just different different levels of of uh academic uh implementation there.

So again, all of them are out 29 year old man presents to primary care with two months of intermittent dyspnea and dry cough.

Had asthma as a child used. Albuterol vitals are normal wheezing air movement decreased bilaterally which P FT would most likely be found in this patient.

Gosh, I don't know anything about basic sciences and I am going to guess So here we go. I'm gonna say B flat and low flow volume loop and inspiration and aspiration.

But I'm breeding my confidence. So I was wrong.

I don't love being wrong but I was wrong. But there is an explanation for each distractor.

So we can be here and we can really learn why correct answers are correct and why incorrect answers are incorrect. There's also a main explanation for each one of these items.

So students will walk through these and as more and more students um answer these questions, it's worth saying these are brand new questions that go with brand new videos.

They are aligned to the learning objectives for each of these. Each of these videos um will begin to get um also a percentage of other learners who have answered things right or wrong.

I'm also in a demo environment. So um I don't have the uh I don't have the uh the most recent data that we're gonna show you in just a minute.

I mentioned playlists. So as a faculty member or as a student, you can pull together playlists of videos that you might like.

So I created this playlist today for this webinar looking at reading a chest X ray, some of those basic science videos and uh the two videos that we just watched.

So if you wanted to share this with your students, you could press the share button, copy the link to your clipboard and send it out.

Um And the students who have active osmosis accounts click that link and they get right here. So if on a rotation for internal medicine, there are some cases, maybe someone didn't see and I wanna do precision education or if there's a knowledge gap, you could create a playlist with those particular um patient presentations or diseases and share it with um a learner or a group of learner using this playlist.

They can then pre this quiz all button and they can get any of the items from those learned pages as either flash cards, if there's flashcards.

Um us MLA step one questions us MLA step two questions. Uh And then there's some recall questions for the anatomy here as well.

Um And that just groups them all together. So that would be what I would call the midst midst items.

And now um while we're talking about quizzing, there is a feature just for students. So when I go into uh questions here, I can launch a quiz builder that has um and I'm in, I'm in a global version, but the U se L step one or step two would be the uh the USM D version and we can go into the step two question bank or the clinical question bank.

And from here select items. So if I wanna just see psych items or internal medicine items related to say the cardiovascular system, I could as a as a student spin up an exam for myself this way, one more faculty tool.

So the the real difference between a student version of osmosis and the faculty version of osmosis is this faculty analytics dashboard.

So we're looking at anonymized data from a real program. Um And when I've logged in, I've selected the cohort that I wanna look at data on this particular um medical school has 24 learners in it and we have three things available.

So we have overview data here which lets us know during X period of time, our students logging in our students watching videos, our students answering questions and flash cards and you can see that it's pretty consistent usage.

Right. Again, my cohort size here is 24 and these students are really regularly coming in every week to watch videos and uh they are pretty regularly logging in to answer questions, which is really exciting.

You can also get to individual members this way. Um Again, this is anonymized, but uh usually it would say Catherine Johnson and you could click in to immediately get to my data for the student reports here.

So again, for the students in a clinical environment who want to use osmosis to close a knowledge gap or assess what they know and what they don't know, uh they can go in there and create that playlist or review one that someone else has and then they can see the same analytics about themselves that you as a faculty member can see.

So here's that playlist that we created uh that I just showed you and we can see the cohort level information across the top.

So we have eight topics, here are the topics on the left. Um 17 total, uh multiple choice questions that go with them.

No one has completed the playlist, which means that not every student have has watched every single video, but we can see 19 of the 24 watch the introduction to the cardiovascular system.

Uh 13 studentss watch how to read a chest X ray. Uh 12 students watch uh pressures in the cardiovascular system.

So these are all of those, uh all of those videos will illuminate for you every single time. The student's first and last name, how much of a video they've watched, how many times they've watched it and the most recent view and then those questions that we looked at together, we do capture that accuracy and that confidence.

Uh So again, at a um at a really macro level, if we're looking to see how the class is doing or how the group is doing, we can use this to suss out here at the top as a whole, our students answering these accurately, how confident do they feel.

Um And it's always curious to me to see students who answer things correctly. Um But with low confidence, right?

So I think as an educator, you'll know if you're doing small group learning where students are probably struggling. But this is another piece of data uh in your, in your toolkit.

Um as you are, uh as you are having that conversation with your, with your learners, interestingly, the muscles of the thoracic wall, the students um answered with less accuracy but more confidence.

So really um really interesting to see this uh this in real time. So back to the top here again, from the main osmosis page, what we have launched so far are the internal medicine and surgery collections of videos.

Those are the first out they are just completing right now. Um Over the next few weeks, uh if they are not done already, next up will be obstetric and gynecology, pediatrics, which are in development now followed by family medicine and neuropsych and emergency medicine, which is happening concurrently.

So our plan is to have all of these videos fully complete by the end of next year, but the frameworks are already in place.

So as I mentioned, we have already aligned all of these to the clerkship guidelines. So if we don't have the new videos up yet into these collections, at the very least, we have the back mapping to those uh prerequisite basic sciences for each of these rotations, Chantelle.

Are there any questions so far? There are a few questions in the chat.

All right, let me look. All right.

Oh Look at people from all over. Love that clinical instructor, schools of nursing for pediatric rotations.

Amazing. All right.

Um Can I have several playlists with specific names? Yes, I am the queen of playlists.

So let me just show you so you can have as many playlists as you want and while it's not reflected, what did I do? Well, it's not reflected in this demo account.

Um, uh, oh, it is. Look at that, that's handy.

Ok. Let me move my meeting chat over.

All right. Um, you can have as many playlists as you want.

Once you reach a certain number of platelets, I wanna say it's 12 or 15, it immediately gives you the ability to sort, which I really, really like.

So, um, in my personal account, I have, you know, probably 100s of playlists and they all have different names. So I created some playlists for a med school that we were partnering with and their M D2 Human Disease Foundation's course, had playlists for each week, uh, for each group of lectures.

And you can see I've named them appropriately based on that lecture. Um, so you can sort by, uh, sort by name, you can have the same playlist with multiple names.

So if maybe you wanted to have a playlist that you use this year, but you wanted to make a change for next year, you could give it a new name, um, and duplicate it.

And then when you're sorting, you can sort by either the creation date or the date that you've edited something or you can sort alphabetically.

Um I think my preference would be for the uh the date that it was uh most recently edited. Right.

I wanna see what I touched most frequently. Um working down the list.

How do you access osmosis? So, doctor, that's a great question.

It depends on uh how you have a subscription. So there are individual purchases of osmosis available today.

We're largely talking about um uh school uh school set per school provided purchases. So in that case, a lot of universities are providing access to everyone in their program.

So faculty in those agreements usually have uh or standardly have no, what do we call them Nicole? I don't wanna say free but no cost.

So we've included, we've included faculty uh accounts within the um provisioning for the for the students in the programs.

Uh And then you can access it either through uh a direct link. Some schools have single sign on enabled so that it can be really very easy to get in.

Um how can you have a faculty account? So again, the same way um anyone can have a osmosis account, whether you have access to these analytics uh is determined by whether your school subscribes or not, right?

We have uh take students uh data very seriously and student privacy. So we only unlock that data and analytics uh when, when something is a university contract so that we are making sure that the right, faculty have access to the, the right student data in that.

Um I love people who are fans of osmosis. I am too.

So great question about corrections. Um I lived in New York for many years and I'm a big subway rider and one of the signs says if you see something, say something, um I would say that applies here.

There's always an information button on every page. It will tell you the last update of a video um and there's a citation as well.

So if you need it and you see at the bottom, there we go. Report.

Did you spot an issue? You can press that button and you can report something.

This goes to a triage for us that brings it right to our attention. Um And then we have a, a whole process for evaluating any feedback.

So if there is a mistake within the video or a bug within the video, you're welcome to submit it with this feedback form.

Uh If it is content that you think is missing or some larger instructional systems design conversation, uh You're also welcome to, to send a note in there you with, with the feedback or you can write directly to me and I'll get it to the right person.

I'll put my email address right into the chart here. It's C dot Johnson severe and I'm happy uh happy to talk about that.

Any questions about um implementation. I think that this has some really great power for, as I mentioned, for the Didactic uh years in terms of preparing students to think about illness, scripts and patient presentations.

Uh And I think it also has a lot of power for students, especially in say surgery rotations where they're likely to know who is uh who, which patients they're going to see the next day.

So they could prepare ahead uh by watching videos. So if I'm gonna do a watch an appendectomy, I can watch the video on appendectomies the the night before that rotation or if I have seen something and I have questions or there's a patient with a new diagnosis uh on the floor that I can go home, I can watch some videos and I'm then prepared uh to answer questions from attending or from residents the next day on rounds.

So I think there's a lot of possibilities uh from, from that perspective for self active self directed learning with osmosis um as well as for um for faculty to, to help students and make sure that they are getting the support that they need as they are on their learning journey.

Um Bertha if you would send an email to Perfect to Nicole. Um that would be that'd be great.

We'll get you the right person. Any other questions.

And Doctor Smith, thank you for having your camera on. I really, I really appreciate it.

Any questions from you. No, thank you.

This has been very helpful osmos of this looks like a great product and uh I've done a few webinars myself uh in your shoes.

So I always appreciate when our folks uh yeah, turn their camera on and it's like having class so good stuff. Yeah, thanks.

It is like having class. Um Wonderful.

Uh One more question here. Uh Is there a specific initiative or policy between osmosis and Sevier to implement it in low to middle income countries?

Uh That is a great question if you send me an email directly and let me know where you're from. Uh We do have internet, obviously, we're an international multi uh multinational company.

Um And while I can't speak to that policy specifically, we do have uh pricing for different parts of the world uh based on where you're from.

So if you send me your information, I'll make sure to connect you with someone who can help you. Thank you everyone.

I'll stay on for just one more moment but uh be feel free to feel free to go and if you have any questions I am here. Thanks so much.