Get to Know Osmosis RTL Faculty Award Event
And I am Brooke Handy. I'm also an osmosis team member and I am your tour guide today.
Um So with that, we're gonna dive right in. Let's see if we can get to our share, our sharing of our powerpoint with ease here and Chantelle, if you don't mind, uh giving me a thumbs up that you can see that beautiful.
OK. We're gonna, we're gonna go ahead and kick it off.
So first and foremost, we want to send an additional congratulations on each of you that might be joining that were a winner or nominee of the ra the line faculty awards.
Um We so much appreciate our osmosis, all that faculty do um to inspire the next generation of caring, um confident physicians and, and providers.
Um And we really hope to be part of that journey um for both you and your learners. So again, congratulations, you may also have already received um information on how you can access the osmosis platform.
If not, we'll give you some information at the end of this to make sure that we get you access to your demo account that you can play around in some of the things that we're, we're gonna show today.
So with that, we start every presentation here at osmosis with this slide because we want you to know and we hope that you find that we not only walk the walk, we, we talk the talk, but we also walk the walk in regards to our vision, vision mission and values.
Um We feel like it's very important that we connect with our partners with authenticity that you find us living these um out for you as you become a partner.
And today we are going to focus on the value of imagining more uh sharing the osmosis platform and just ii imagining what it could do for both your teaching and your learning.
So what is osmosis osmosis is a longitudinal curricular support tool and it is anchored in animated, engaging whiteboard style videos.
Those anchor, those anchors of those videos are created in a way that it starts with basic science and disease and then builds across the platform where students can practice more application of those concepts.
So it'll build into more pathology review videos you'll also see near the end some clinical practice videos and we're super excited because what we heard from you and our users is that, hey, we'd like to see more of that clinical practice.
So we have more of that content on the way that we are excited to share with you. In addition to those engaging white board style videos, we have other items that help learners make that content sticky.
So we have over 2500 board style, multiple choi choice questions that are delivered in vignette style with again multiple choice options there as well as 15, over 15,000 flashcards that help with that bite size information that helps them keep that core knowledge close to them so that they're able to work on the application of what they've learned.
How do we support educational partners with osmosis? Um So the first thing we really want you to know is while the the videos are beautiful and the the assessment items are, are helpful.
What we really want you to know is that the the foundation of osmosis is based on adult learning theory, you will see the the the high yield strategies built into the platform to help inspire your learning to be self directed learners.
We know that it's important when your clinicians leave your program that they are confident, but they are always willing to learn.
And so that the more they can understand how, how they learn, how best to remember information, how to store things, um gather it in short term and move it to long term.
Some of the techniques that they can be exposed to within the platform are those techniques that can be used throughout their lifetime.
So you will see our material that is content chunked. And so what that means is it's, it's presented a little bit at a time um in a way that really is designed to reduce the cognitive load so that they can develop those important schemas and hold on to that information, you'll be able to see that very easily as you move through the, the um platform itself, we also use space repetition.
So when I show you the flash cards in a minute, some of the um questions that we ask as far as confidence level, um confidence level and accuracy, those help those space repetition of the presentation of that material.
So really becomes a personalized um p tool for the the learners, the testing effect, we know what that is. The more learners are exposed to exam style questions, the more confident they are on assessments.
Um So that is certainly built into the um to the the platform itself. And lastly, I will show you our learning science videos which really touch on some of these and are a great place to start for both students or faculty uh that are going to use osmosis.
Let's talk a little bit about how we see osmosis used throughout the world. Um So really, uh we have a great team member here that sees says um if you've seen one implementation of osmosis, you've seen one implementation of osmosis.
And what that means is we really are here to meet you where you are. So wherever your program, your learners, your faculty are, we wanna meet you there.
So it can be as simple as on this chart here. That number one where you just simply give students access to osmosis um and tell them to go explore, it's pretty intuitive, they could do it on their own.
Um But we know that the most power comes um the further we go up this chain. So uh whether it's a fully flipped classroom, that would be number six, which is we do have some programs that move all of their didactic um content, um all of the core area on using osmosis platform.
And then they use those um Didactic sessions to really um firm up that information. So they prime it with the videos and then firm it up where we see most folks um are around that three or four.
So it's a little bit of both. They're flipping the classroom before students come to lecture.
They're asking them to watch uh certain videos to prime that knowledge to get that s schema um prepared and primed. And then they use that didactic time um to really present them with one of the best resources they have.
And that's you the faculty um to, to help them with their learning and understanding. We are also here too.
As you um decide to adopt osmosis, you are assigned an academic success manager who's gonna sit down with you and, and kinda create an implementation plan to understand where you are on this continuum and, and truly help you um to implement with success and, and look for those those outcomes along the way.
One thing I will show you within the platform itself while we have videos and, and content that you can assign to students while they can do it themselves.
As an adopter of our um an institutional partner, you also have access to analytics. So these analytics are going to let you know how students are performing um on those assessment items.
We also look, we see that they are completing the videos, but we also look at their, their confident, their selfreported confidence and we look at their accuracy.
And so this information can help you even just before a lecture. If you look at this um dashboard, uh before you start lecture and see where students were, how they performed on the assignment you gave them, you're able to do some just in time teaching.
This is just kinda highlighting here. This says student 20.
Of course, in your version, it'll say you're you're a live student there. So if you do any advising, a great tool for faculty advising as well, we will make sure any attendee gets access to the demo experience if you don't have that yet, um We will follow up and so we'll get, you don't have to take any notes today.
We will get you access to everything you need and to uh a contact person who can give you more information. So with that, let's dive right in, I'm gonna have to stop sharing.
Reha so if you'll hang with me for just a moment, let's see if we can get to where we need to Chantelle. Would you mind popping on and just giving me a thumbs up if you can see this, it looks good.
Yeah, fantastic. So we are now in the platform.
Um The really nice thing about the osmosis platform um is it looks identical for students and faculty. We know how busy you are, we know how much you have on your plate.
And so that additional learning curve to, to learn a, a brand new platform um or a different version of a tool um We know that can be cumbersome and so you can have confidence to know that what your students see is what you see as well.
The only difference is here. We'll get to it in just a minute is that analytics feature that we just chatted about uh just a second ago.
The other thing I wanna note um is that we have fantastic tech support. So again, trying to lighten that load on faculty if your students or co faculty have issues, technology issues with the platform, we're gonna have someone there to support you.
Um That's also, that's often a um a nice thing to hear for both faculty and your it departments at your respective institution that, that we're gonna be there to support um those implementations.
The this platform that I'm gonna show you today is our medical education platform. But I want to also disclaim if you are uh faculty in another discipline, for example, um physician's assistant or a dental program or maybe another Light Health Program, we have different versions of the platform that, that are aligned um to your outcomes.
Um So it'll be important if we give you, when we give you access, please make sure we know what you teach so that we are giving you the appropriate version.
So we're gonna dive right in. Um Again, this is the platform, this is what students see uh students and faculty when they come in.
Um it's called called the dashboard. Um We're gonna look at that search function in just a moment.
Um But I want to look at the library for just a second. I'm gonna just scroll down here here.
Um The library again, as we mentioned, it starts from basic science and then as we move across, it is organized so that it becomes more um reliant on students to apply their, their knowledge.
So as you move across, you're gonna find opportunities for students to uh do pathology reviews and those clinical practices.
So again, a scaffolded approach to that content, um want to just train your eye down here at the bottom because it sometimes gets kind of clipped off.
When we look at that first view, I wanna show you these learning science videos because we strongly encourage you. Um They're again down at the bottom, but they are not least of importance.
This really does a great job in helping faculty and students understand some of the high yield instructional and learning strategies that are found in the platform itself.
Um So we mentioned cognitive load. Um I'm just gonna play this video for a moment.
I'm gonna try to make sure I have it on. Yes, we do have it on um mute here, just gonna play it in the background as we chat, these learning science videos are great ways to be introduced.
Just one second here. I'm kinda there we go.
These learning science videos are a perfect place for um faculty and students to begin to, to understand those concepts.
Um Again, that self directed learning, I think I keep pausing it. I apologize.
Um That self directed learning is such an important um component to osmosis. And these learning science videos are a great place to start this also.
So as we're unpacking it here shows some of the features um as information comes in, again, that content chunking, chunking is even down to the presentation.
So you'll see the, the visuals and the audio come in at certain times. Um Again, making it so it's sticky and memorable to your learners.
So again, I just wanted to show you where those learning science videos are found. And we are going to go back here to our our main platform here.
So learners and faculty certainly can go to that library to find material. We often find um faculty as they are exploring the content that they teach, They may start with the library.
But a very simple way to start um is via the search function and the search search function um is native to any um one that your learners or faculty probably have seen before.
So if I type in heart failure and just click search, it's gonna pull up results um with the the most um aligned floated to the top.
Uh anywhere that heart failure is mentioned throughout the entire platform, it's gonna pull that up in the search itself.
Um So you can see that there's 40 items here. Um And I'm just gonna scroll down just so you can kinda see this will we're gonna dive into this heart failure in just a moment.
But certainly we have the pathology review that I mentioned. It is mentioned in the Clinical Practice video and then it gets into some of some other areas that it is um found within the content.
Um So even down to congenital heart defects, heart failure is mentioned in that video. So it's gonna pull up in your search as well.
We're gonna look at this in a minute, but this, I just wanna kind of train your eyes this playlist button. Um That'll be important in a minute as we as we explore.
So we're gonna dive into heart failure and take a little tour. I love these bread crumbs at the top because this really helps us and helps students understand where this is found within the library, but also the context that it's found.
So it, it's under foundational science, we can find it through pathology, cardiovascular system and then into heart failure.
Um but it's also kind of double shelved under our organ systems. So if students dove into cardiovascular system, they're also also gonna come across this video, this particular um page.
It may be difficult to see if some of your functions are at the top of a zoom call, but there's learn in the URL. Any of our learn pages are kind of that foundational information.
Um that's gonna help build on the other concepts that that are there within that related content. So this is an example of a learn page.
Um I'm just gonna play this in the background as we move through some of the features here. Again, the tools here are things that they've probably seen before in other video players.
Um The closed captions I just turned on, we also have them. Um We also have them in Spanish as Well, now I really like this chapters button.
Um I like the thought of, of learners looking at these chapters even before they start the video to sort of activate that background knowledge and know what's coming up within this video.
I'm gonna turn those off. Those chapters are also these yellow dots here.
So if students want to peruse, if they heard you speak to something in lecture and they really want to, to review that they're able to do that at those chapter sections.
Um We have a close caption. Um We have some shortcuts of, of some tech savvy students like to do that.
I'm gonna turn on the sound for just a moment. So you can kind of hear.
We'd spend a lot of time with those voiceovers. Are you able to hear this Chantelle?
Not hear it? Ok.
Well, you will certainly, as you explore the platform itself, sometimes that doesn't come through with the with the sound.
So I apologize about that. Um But as you explore, you'll certainly be able to, to hear the voice over that goes along.
Um Students, we also o often find that medical students will turn the the speed up um especially as they review material more than once.
So they have that option there as well. I'm gonna scoot this over for just a second and show you that students are also right there within the video, able to take notes.
So if they came to lecture and they remembered that you mentioned uh that this was important concept. They can type something right here.
So I can just type profession mentioned mentioned in lecture important for exam. And then I can add that note and it will actually time stamp it right where it is in the video.
So because this platform is is specific to me, I probably didn't mention this. But what we'll do is every learner and faculty has an account.
So we use your institutional email um and your and your name and we create an account for you. So all of your, your notes, your playlists, everything you build are right there specific to you.
It's your own little learning portal. We also have the transcript available.
So we know that sometimes students are are very fast readers, they like to read along um or look at this separately. Uh We often have students do anywhere that there's a blue link um within that transcript, it's gonna take you back to um content within the platform.
So a great way to have very contextual learning. Um You'll see also things sp spiral around.
Um So as we mentioned, this heart failure video is also found in another part of the platform. That's because we know it's important um for health care education to really have that spiraling effect um to really build things into memory.
I'm gonna take you down the page here. So if you'll just hang with me for a moment.
Um Many of our learned pages also have these high yield notes. Um we know that some students are tactile and they like something in paper.
So they are able to print any high yield notes they may see in the platform. Um There are also, there are also, there are also um some memory anchored content.
So we know that medical students, nursing students, health education students, they use a variety of resources and sometimes they use them on their own.
But we tried to align with some of the popular um some of the popular resources that we know students may use um including um first aid just last again, that last but not least, it's always great to scroll to the very bottom of pages, have the transcript again, but I really wanna um focus on this bottom part here and that's the sources.
Um We hear from faculty all the time um that students love videos. Um but sometimes they go on their own accord and find them in a in AAA variety of places.
Um And so knowing that the content is vetted, know that it's safe, know that it's trusted. Um That's where you can come down and, and really check out those resources and know where this content is, is created.
This is also great if you're assigning um assigning some research and you want and they're using content that they learn from osmosis, they'll know the sources that, that were used to create this material.
So again, always go to the bottom of the, the pages to, to explore really quickly. Just wanna show you a couple of the features that we've talked about before.
Um, the flash cards. Again, these are, there's, there's bite size nuggets of information.
Um A lot of times they're this open ended where they're, they're looking forward there. I'm gonna address my, my confidence.
Um Whether I feel how I feel about it, they're gonna answer this to themselves or write it down, however they feel um however they feel lead and they are going to create their confidence level and then they're gonna tell the system whether they got it right or got it wrong.
Um So if I got it wrong and I wasn't very confident that space repetition that we talked about, it's gonna kind of put it back into my deck more frequently than one that I say.
Uh Yeah, I know that and I got it. So again, this becomes a personalized platform for them to support their individualized learning.
We move our pictures around here and go back. So those are the flash cards and then let's look at the, the multiple choice questions that we have.
Um the preclinical questions we're just gonna click retake and we're gonna say, start here. So we talked about that again, that testing effect, the more times students are exposed to questions that are similar to the boards that they're gonna take the better and the more confident they are going to do, they are gonna feel and they are gonna do so.
Again, a vignette, we have um nice way to images just like you would have on a board stock question. Um We have options here where we have multiple choice, we can select our choice.
Again, that confidence is important. Um I'm gonna say medium on that.
Uh I didn't get it right. What I love is the rationale, the rationale that comes up over and I'm sorry if this is a little dizzy, but I wanna go back to the top here.
It's gonna focus on the major takeaway and the explanation. Um So if I didn't get it right.
This gives me some in time practice to understand what I did not understand and takes me to content that's gonna firm up a strong understanding.
Um Again, anywhere in blue, it's gonna take me to content within the platform. Lastly, I just wanted to come down here to these multiple choice and it does show you this is learners throughout um the entire use of the platform.
It lets you know where, where learners house learners answered. Um So if they are getting it right, uh they can see that 45% of users got that right.
So these questions are not, they're not give me, they're really gonna have them think and, and apply that information. So that is part of the multiple choice question you back up here one way.
So we're back to our learned page. And let's say that as a learner, I want to keep this heart failure, I wanna create a little kind of a, a little custom mini um mini review of content.
That's our playlists. So playlists, what they are, it's a set of curated um videos and the associated assessment items with them that students can use for their own learning.
But the real power is you assigning them as faculty. So as you create a playlist, let's say that you have three topics that you want students to review before your lecture.
Next week, you can create a custom playlist and it's as simple as clicking, add to playlist, you can have a playlist that you have already created.
So let's say that I added that to my cardiac prework. I can add it there and it, well, that's been removed.
Let's add it back on there. We can do it as simple as that.
It tells you it's been added to my playlist. You also can create new ones there and then where that lives, I should have mentioned this before.
There's usually 2 to 3 ways that you can get to the same content within the platform. Um So all the, all the buttons and features, a lot of times they're just re re um reviewing different places to find that content.
So that playlist now lives here and then it also lives if we unpack that other menu that lives in the playlist here. So if we go to playlists, scoot our, our pictures out of the way here and that was cardio prework.
So here and you didn't see me. But in the background, let's say that I created these other three topics associated to that cardiac prework.
Then it's as simple to share with students as clicking the share button, pressing copy link and that's gonna create a URL, a deep link that you can put in your L MS.
And as students already have access to the platform, they can click on that link and they are brought to this very um very um structured focused area for them to review as they're reviewing those playlists, that's where we're gonna gather some of those analytics that are gonna help you decide how, how are these students moving through this material.
And that's kind of where we're in today um is showing the the analytics pa um portion. So playlists are highly important for you to be able to, to look at how they're moving through the material.
Again, students will see their own analytics, they will see how they're doing. But as faculty, you have access to this section and there's not gonna, I'm gonna just uh give a fair warning, not too much here um because you won't have any students in um but it will live in this analytic section here.
Again, this is just for demonstration purposes, um, you're able to see how students are moving through what, how many videos they're watching.
Um That's something you want to, to know and see those, um, see those bars go up. Um, probably the most valuable resource are these student reports.
So again, we're not gonna have much data here, but as your students move through it, what we're, what we will be able to see is in that playlist.
How are my students doing? We can certainly see again, are they, are they watching it, which we certainly want them to be able to do?
It's the questions that really are gonna dig down in and see how they're doing. Um This is obviously anonymous data.
This will have your, your actual students listed here that are within the cohort and that you're assigning these playlists to and it's gonna give us again, these will look a little different.
Um But it's gonna give us an idea of how accurate they are moving through the material um on their first and last attempt and also that confidence level and it's where we see some of those mismatches.
So it's where students um maybe are not um accurate but they have, they have confidence that match that they're, they're not accurate but they're not really confident.
So that, that's one learner. But what we sometimes see in healthcare education is students are not always accurate but they, they're pretty confident.
And so what is that conversation? Look like or what is the the conversation look like?
Um where the students are, are are accurate, but they don't feel confident uh that might be a totally different conversation that would be difficult to, to have or to know, to have without some of these analytics.
So that accuracy and confidence allows you to see how students are doing and also have really valuable conversations um with your students.
I know that was a little fast and I should have also disclaimed that, you know, we want this just to be a first, a first um a really brief glance, we are here for you to help you set up those demo accounts have as many uh calls as you need to make sure that you're confident to make sure that your um other faculty and colleagues know the value.
Um We know we, we believe strongly in the power of osmosis, but it's only as good as a strong implementation um and usage.
So we are here to really make sure that your faculty are confident, but also your students. Um our aca academic success manager will hold student sessions where we again, we wanna lighten the lighten your load as faculty.
Uh We can make sure that they know how to access the material, some best practices, letting making sure that they know how to set up playlists.
What I love is reading the student feedback on our platform and what we see probably most often is that this is enjoyable.
Um Al and also it is the way that material is broken down into bite size information that allows me to retain a lot of information.
Um That's what we see in a lot of our student feedback. Um And so I think that's powerful because we know a lot is laid at the feet of your learners.
Um And you as faculty. And so, uh if we can provide a tool that helps both of you, uh that's what we're certainly here for.
OK, I think we're almost done. We'll give you one minute back, but we wanna tell you, we appreciate your time and we are here to support you as you explore.
And again, congratulation on your razin faculty award. Have a great day.
Take care.
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