Identifying and supporting student success with Osmosis

So, hi, everyone today. Really excited to be here with you to talk about identifying and supporting a student success with osmosis.

I'm Catherine Johnson. Um My fancy title, if I can get to that slide, there we go is Director of Educational Strategy and Academic Engagement.

So what that means is I'm here to support teaching and learning across the programs. Um Certainly I'll focus today largely on osmosis, which is I think largely why you all joined.

But I wanna make sure that I also cover um something a little bit more educational uh contextually. So as any good lesson has we have objectives.

So my hope is at the end of our time together today, you can explain how we can use osmosis to identify and support at-risk learners uh as well as talk about its role in bolstering student success.

And ideally leave with one strategy that you can use in your program to improve student success, particularly with at-risk learners.

Uh So I promise this will not be death by powerpoint today, but I wanted to frame our uh our talk today. So pretty good timing for this event ahead of the Ottawa 2024 assessment conference that's happening later this month.

Um As we gather in Melbourne Australia to talk about the changing nature of assessment during this really dynamic time in Med Ed.

And I continue to spend a lot of time thinking probably like many of you do about the changing role of educators and the changing roles of students and how we can together support teaching and learning across the um med uh and advanced practice, nursing and pa a et cetera journeys.

So I'm just starting to learn about the importance of belonging as it relates to educational outcomes. And it should come as no surprise that in this social emotional landscape in which we learn that's really critical to our success and when we belong and when we feel safe, we perform better.

And uh that makes sense to me as I pulled up Maslow's hierarchy today, right? So um that love and belonging is sandwiched right there in the middle.

And uh you know, with that, I think comes the learning. So with all that in mind, let's talk about our future clinicians and physicians, how can we help them succeed?

So, thinking about intervention points for different types of learners, let's start with prematriculation. So a student's journey, right begins even ahead of that first day of their, their programming with us, we know often at the time of admission who would most benefit from additional support.

And in the US, we're seeing more and more interesting materials to support prematriculation programming which is often geared towards nontraditional students, those with a lighter background in science students from disadvantaged backgrounds, uh or even historically underrepresented in medicine students.

And the hope with these prematriculation programs is that we can arm students for success proactively from day one with the knowledge, academic skills and resource connections that they need to thrive um early failure.

So oftentimes we see students uh fail or low pass on those first exams. I know a lot of med schools talk about that specifically like, oh my gosh, all these super high achieving students who show up and they just bomb their first exam.

Targeted interventions can also help these students to get on track. Uh continued failures, failures and decelerated students is certainly a worst case scenario, right?

Those students who need to repeat course exams um over breaks to catch up and creating remediation plans for learners is really intensive for faculty.

And I worry also that it can set students behind academically while also adding stress and eliminating that needed wellness break that they have during those uh in semester breaks.

So, you know, fit that in under that wellness. So ideally, we catch all of these students early in this um in this continuum.

And we have interventions that are targeted for where they are along that road with competency based education and outcome based education.

Um We know those standards for how we think about what success looks like are identified in advance and we're assessing students until they've demonstrated that required standard and, and let them move on.

Certainly in med ed in the US health professions curricula time are really limited. Um And we know that learners can't really progress faster than their cohort.

Um We don't allow them to have an infinite number of retakes on things. They're just there, there are boundaries for that unlike places in say, the Netherlands, so that means students need to pass an assessment that first or second time and there may not be time for them to continue to, to fall behind.

So this introduces both challenges um and opportunities I would say around assessment in the curriculum. Um So let's just talk about some of these.

So starting with assessment, what do we assess? How can we assess?

Um Should we use ay, are we doing bedside teaching? Are we having low stakes assessments with feedback?

I think the key here is figuring out what to assess and how to, as how we're going to measure it and with a competency based assessment in particular, because it's humans making those judgment calls, there's really an increased potential for bias and subjectivity and how we are assessing competency.

Uh and even maybe agreeing on what that standard is feedback quality, right? Is that feedback actionable for students?

Do the students know what to do with it? Does it help them understand and improve their performance and have we taught the students, what do we do with this feedback?

Right, really complicated question with respect to student engagement, you know, a piece of the puzzle that's really important is keeping students motivated.

So we often hear from our faculty partners that students who would most benefit from certain interventions, especially active self directed learning.

They don't always self direct to the most appropriate resources and sustaining them with assessment tools and a culture that stimulates um what Doctor Kakar uh termed autonomous motivation is really an important consideration in assessment for learning.

Um and in helping students reach the outcomes that we want them to reach. So this is one of the strengths of osmosis is that this video format plus, the assessment really helps to keep them engaged in this process and helps us get them uh along that road to success.

Um Lastly here, there's these existential questions, right? What does it mean to be an educator today?

Are we teachers? Are we guides?

Are we coaches? Is it a blend of all of these or is something altogether new?

And how do we manage our faculty workload to avoid burnout so that we can be really good role models for students who are looking to, to us in the system as models for professional identity formation.

Um And really also, I don't wanna understand the importance of how we collectively value teaching um and adjust those compensation and promotion models to, to really make sure that it is a key part of what educational uh settings are doing in academic medical centers.

OK. So back to the at-risk learners to know how they're doing.

We need assessment and not just one assessment, right? We fail a big summit of exam and it's really too late to intervene, but more programmatic assessment.

And I remember being absolutely blown away when Doctor Case Van Der Gluten gave a keynote at a national Med Ed conference uh probably more than a decade ago.

And he talked about programmatic assessment and the essential nature of continuous low stakes assessment to track learners.

So I stole a few sentences as you can see from a 2012 abstract here uh describing programmatic assessment that's fit for purpose.

Um Right, that it specifies cycles of training assessment and learner support activities that are complemented by intermediate and final moments of eval on aggregated assessment, data points.

A key principle is that individual data points are maximized for learning and feedback value. Whereas high stakes decisions, I think us MLA or nursing certification exams are based on the aggregation of many data points.

So our progression through this is a combination of a bunch of low stakes continuous assessments for learning. So let's talk about what we do with osmosis.

Um One place to start could be osmosis, which is designed from the ground up as a longitudinal curricular support tool. It's designed to meet learners wherever they are on this continuum So remember that earlier slide about the prematriculation students, those early failures, the decelerated students osmosis can help.

So when we talk about uh the power of osmosis in this learning ecosystem, we have a combination of videos assessment items and analytics.

So, so starting with this uh engaging videos, osmosis in particular includes this is a little blurry with my apologies here.

Um 1800 encountering whiteboard style animated videos at different levels of learning. So it's very well suited um for that first primer, right?

So the prematriculation making sure students know what they need to as a jumping off point for students uh within the curriculum who need to do any kind of remediation um or students really as they want to preview what's coming and and they move through their curriculum, those are paired with beautiful um high quality vignette style multiple choice items.

So they're about 3600. Is that the number there?

Yeah, 3800 and counting multiple choice questions plus more than 15,000 flash cards and those are keyed to the video. So we can be watching in this loop, watching a video and then immediately applying that learning and then I feel like this, you know, wow, but wait, there's more right?

We also have this analytics and feedback both for students at an individual level and for you all as faculty at a higher level, which is designed to have some visibility into how cohorts are performing.

And how individual students are performing. Uh I'll talk more about this in the demo in just a minute.

But we can see with this arrow here, um, that student 20 here, you know, knows that they don't know these items, right? They're selfreported.

Confidence is low. Um But their accuracy is often low.

So I tend to look for confidence accuracy, mismatches and, and how we determine who to make these interventions for so that we're not trying to have a one size fits all remediation plan, but that the student maybe who answers things correctly.

But with low confidence, gets a really different plan than the student who answers things with high confidence but gets them wrong over and over just a quick moment since we're talking about uh assessment with respect to the osmosis multiple choice questions.

So all of the items within osmosis have undergone a really rigorous and uh editorial process. You'll see that all of them have realistic clinical vignettes that they've been intentionally written.

We really do believe in patient first language and inclusive language. And because any good question, when students are uh taking them on their own needs to have really great explanations for correct and incorrect answer options, we've made sure that we include that as well as a major takeaway for each item.

Um and when appropriate, all of those are accompanied by additional illustrations and charts, et cetera and point back to the original video so we can create that learning loop that I just showed you.

OK. Look at that.

We're at the end of my powerpoint. So um uh we'll go ahead and take a look.

There's a small enough group. So if you have a question, drop it in the chat or um uh feel free to interrupt me and Chantelle, I'm gonna tag you to if there is a question uh to call me out.

All right. So here we are uh with osmosis.

I preloaded a couple pages already. But when you log in, um I'm gonna talk about the medical suite, but just know that we also have solutions for physician assistant programs, nurse practitioner programs, uh prelicensure nursing programs as well.

Um So here we are with an osmosis when you log in it says welcome back. Um we have the ability to, you know, view topics and find them wherever I am in this learning journey.

So, right, if I'm learning in an organ systems program or I wanna learn in foundational sciences. So, um so since Amanda is here from an NP program, right, if you have students in the three ps that really need help for pathology or physiology, it's a really easy way to find that particular content and then moving through into um clinical rotations, population foci um foci depending on, on where you are here.

So we really do meet these students everywhere along the way and as faculty uh you as well. What I wanna talk about um specifically here is the function of playlists.

So playlists are collections of videos that you can put together. So I'm gonna show you a playlist I created ahead of this call that called webinar 213.

So here we are on February 13th with our webinar and I created this playlist with these four videos on them. So imagine that we wanted to um identify topics where we thought students really were going to struggle in the curriculum or we wanted to arm them ahead of class with particular videos.

It's very easy to put together a playlist and then we can share it um copy the link and drop it into an L MS and students will click directly from their learning management system and land right on this page and see um that I've created this playlist called webinar.

Uh 213, we see it has four videos and what I like about this is this quiz all. So with quiz, all we can pull together all of the questions that go with each of these videos into one single link here.

So students have some options they can go through and they can play all these videos um or they can go ahead and just quiz themselves.

Hopefully they're taking the time to learn to watch these videos first. But what we've seen in practice is that programs are creating playlists and then instructing their students to watch the videos or watch the videos and answer the questions and then there's some match back to sort of that in that motivation, right?

There's some, some match between whether students get credit for participation, um or for completing items. Um And I wanna characterize these as low stakes items.

Um So let me just show you uh what I mean, that's the same thing. Um So by low six items, what I mean is that you'll see these are really very friendly interfaces, like there's nothing complicated.

It doesn't look like the exam simulator. It is designed here to really support learning and have students take a moment to think about.

Am I confident? Do I know this?

Right? Um When does a blast assist implant into the uterus?

Gosh, I don't know. I feel like day one, I feel like this is too early.

So I'm gonna say day six, but I'm not sure. Right.

Um Hey, look, I unlocked some new achievements. That's pretty cool.

So we have some brand new new to me Gamification that apparently just launched here. Um Always fun to see.

So uh I guess I can gather badges as I go. That's pretty neat.

All right, extra motivation for awareness, right. So I got this right.

But I did guess day six um if I had thought it was uh week four, there would have been explanations for each distractor, right?

And then of course, there's this major takeaway. So these really are designed as I mentioned to have students think very carefully about.

Do I know this? Do I not know this and how am I doing?

And apparently today I'm doing very well with these items. So that's what I mean by low sticks, right?

They're not graded. Um But it is uh available to me in my individual dashboard and to you as faculty to be able to see how students are doing.

So, too many monitors here. All right.

So I have real live student data, but it's anonymized. So we're gonna look at what this looks like in real practice.

So, so this is that playlist I just showed you, right? It has the um has the four videos on it, the introduction to cardiovascular pressures and the two human development embryo uh videos and we can see across the top some cohort level uh performance.

So uh four of 23 students in this group completed the playlist, meaning four of the uh four of the students watched at least 80% of all of these videos and then we can see at a high level what they watch.

So 18 people watched intro to cardiovascular 14 watched the two human development videos and 12 students watched these cardiovascular pressures.

So we'll always illuminate for you the students first name and last name. Um how much of a video they've watched, how many times they've watched it and the most recent view, excuse me, so that you can intervene.

And I mentioned again, at the top, we have this um this high level performance if we wanted to look at individual. Um Well, let me look at individual students in, in just a second.

So, so this is the view by topic. So we can see video by video, what people are watching.

We can also look student by student. So I pick on my friend Jill who's in the audience here.

So maybe Jill is like the expert student. So Jill always does her homework, right?

So we can see that she's watched four or four of these videos and watched some videos twice. We can also look individually to see um how this user has answered questions, right?

So this is what I was talking about um earlier around this confidence and accuracy. And what I love about this example is that this student took these questions, this question answered it wrong the first time with low confidence, they know they didn't know it.

I would suspect what happened is they went through and answered the questions, realized they didn't know it and then came back, watched the video and answered it again.

And you see the second time they rated their uh confidence is high and they got it right. So this is that improvement that we want to see over time.

Now, certainly, in this case, it happened in the same day. But if you wanted to remediate someone um and assign a playlist to someone to, to uh close that knowledge gap.

Um You as a faculty member can then look at this playlist performance and look at that pretest post test data. Um And see, oh, look, I did it in, you know, in, um February 13th today and I did much better than I did a few days ago.

So we can track that performance change uh over time here. Um All right.

Questions about that so far from anyone. Ok.

Um So I wanna just give some really concrete examples around um, playlists here. So we have a few programs.

I will a little bit name names, but we have a program APA program, uh UT Rio Grande Valley that has been using prematriculation playlists for incoming students now for a few years.

And originally, they came to us to level that playing field and make sure that they're nontraditional students or students with uneven backgrounds could come in and all have every chance of really excelling starting on day one.

So, you know, to that end, you can create um any kind of playlist that you want for whatever your topic is. And uh right here, I have some um advanced midwifery ones or I could have something on um, anatomy for ECG S if I wanted to give someone a background before they learned a clinical skill, whatever it is, but you can create these playlists and share them out with your learners.

Uh and then track that progress. We also have a few programs that are using exams soft to administer their um what's called a midsts quizzing, right?

So the graded, the graded assessments that are happening along uh along the continuum and in those cases, they have often attached osmosis playlists to um each assessment item.

So if I and a yellow, so borderline pass, low pass or a red eye as a student, I asked to go in and look at my performance on an exam and then find the related osmosis videos, create a playlist and share it with my faculty member so that you can say, oh, here's Catherine and she went through and watched all these videos and answered all of these questions and I can see this change in performance.

So we've closed some of that self directed learning loop and really reduced some of the burden for faculty in creating um creating uh quizzes and personalized precision remediation uh for each of those learners, other programs are doing weekly quizzes with osmosis.

So again, assigning um a collection of videos in a playlist or a single video, asking students to go through and do that watching and then taking some of the items that go along with any given video here and we'll look at them, right?

So watch this video on pressures in the cardiovascular system. And then there's a question that goes along with this um oftentimes these can get pulled into your own interface.

So you're welcome to use them within osmosis and then put them in another item um bank that you use to administer um sort of mid six exams.

And if the students have gone ahead and done this prework, they'll have a benefit when they see it also in those weekly quizzes.

So uh just another resource for getting items uh for that full remediation or reentry, we hope that doesn't happen very often.

Um We, you know, we do see students on academic leave of absence um or really decelerated from programs and in those cases, usually students are given a chance to do a lot of rework and come back into the program.

Um Those students right again, can benefit from playlists. I know that's the focus today.

Um But they could also be asked, for example, if it was a med school um uh curriculum for years one and two that maybe they need to go through if they have done poorly in a cardiovascular system course.

Um and a renal course that they need to show completion of all of these videos and these questions. And again, we have that visibility for programs to be able to look at individual learners and see that mastery change.

Um So with these different levels of learning in the um in the osmosis collection here, we can really tailor that uh that knowledge gap closing with these osmosis videos.

Well, that took way less time than I expected. So 26 minutes, we have 45 together.

So I wanna invite some conversation or some questions. Um Let's see who else is here.

Hi, Doctor Gaillard. Yeah, please unmute and ask your question.

Hi. Uh Thank you so much for the presentation.

I have a question. So uh thank you for showing how we can uh assign these videos and questions.

What if I just want to assign some, some questions from a video? Let's suppose that if I directly go on the question bank part of osmosis and if I find uh pharmacology related questions, uh uh and if I just wanna assign uh a few questions from, from this whole collection of questions, and I wanna make a small block of those questions.

Is that possible to make a small block of selected questions and then maybe have a link sent out to the students? That is a great question.

The answer is no, it is not currently possible, not with osmosis. So I don't like to say the word workaround, but there is a little workaround.

So let me talk about that. So um if you want to assign specific items, I would point you to clinical key student which has assessment connected with the L MS that lets you item by item, come in and select them and then assign them um through the L MS and it's more of a graded.

So if this is really low stakes, that next level would be higher stakes. So what Doctor Galli was saying is that you can go into the quiz builder under questions.

This is really optimized for individual students looking to take low six items. So again, I know I'm logged into step one and there's not everybody is um is med school here, but we can go through here.

And I can say I want to see genetics items related to genetics or disorders, but I only want to see cardiovascular genetic disorders, right.

So I can go through and I can spin up an exam this way. It doesn't let me get down to the item, single item level to write uh to write questions.

Normally, what we recommend that faculty do is to go back in, but let's do it here. Um So if I wanted to do hypertension, so maybe we want questions related specifically to hypertension.

What I would normally say is to go into individual videos, look at the items here and it is all or nothing, right? So either we're assigning all three of these items or we're assigning none of them.

Um But by sharing the link, uh even if it's a playlist with one video, it would let the students answer these three items um at the risk of repeating myself.

You are welcome to pull these out and put them into your own quizzing software. If you have an osmosis license, um and use them, use them there.

Certainly they're not sequestered, right? They're not.

Um you know, they're not uh proctored sequestered items. But if you like them, certainly feel free to, to use them.

And then perhaps as a part of that, if you're using your L MSI, know, I should ask you how you're doing that. But I mean, I would imagine that you could do your quizzing through your L MS.

And then at the end of the quiz have links to, if it's not a gigantic quiz, have links to specific osmosis videos and you could create with a slightly heavier lift that um that loop really within your own ecosystem.

Did I answer your question? Was that helpful?

Yeah. Yeah, it was helpful.

So the thing was that I was uh I was um I was trying to find some questions related to antibiotics and pharmacology. So there wasn't exactly any infection immunity section.

So I had to find them from uh multisystem and uh integumentary system and something like that. Uh Oh, I did find some really nice items for sure.

Uh uh But then that was the same problem I II selected. I think it uh the system showed me around 60 items and I wanted maybe 30 or 35 of them, but I didn't know how I can just make a block of that and assign the students those, those questions and they were only for practice like uh I, they wouldn't be marked or anything but just for their practice, post, post literature.

Got it. OK.

Yeah. So through the quiz builder, there's not currently a way to a way to do that, but it is not the first request we've heard.

So, I think, uh, it is worth us raising it, uh, raising it. Certainly, uh, again, and, you know, in the meantime, if you did want to, uh, uh, share those through some system, you could certainly do that.

Or if we want students in this learning loop, I can tell you that I correct me if I'm wrong, Jill, if you're still here.

But I'm pretty certain that any item that lives in that quiz builder is also connected to one of these video learn pages.

So just the question is, what video does it go with? Right.

So, um they should all be um be here and I know I went to the immune like intro to immunology. Um Right.

But if you wanted hypersensitivity reactions, right? That's pretty easy to get to through, through the related uh related video.

But we'll take that back. Hello, Doctor Bob.

Hi there. So I'm gonna be teaching psych nursing coming up and I just happened to notice there are six new brand new psych medications and I was wondering what's the process of like including, you know, new information in the videos?

That is an act like question. So one thing we're very excited about, which you may remember Sharon is that we're in the midst of developing new clinical sciences um videos that live in the medical collection, under clerkships in the NP collection under population foci.

Um And so psychiatry is next up on our list to do and if it's critical to practice, then we will be including videos um on that within there.

So, OBGYN is just rolling out right now. So I'm gonna click into this, right.

Um So we can see here we have um I wonder if we have, do we have pharmacology? Uh uti not yet.

Um But we will be back mapping to the um related related drugs. And uh ob is probably a terrible example cause we don't really heavily prescribe an ob uh But yes, uh so, in terms of the process for creating content, um if we see updates, um I always say as a recovery New Yorker, if you see something, say something.

So uh there's, please reach out to us if there's something you would like to see or you see something that you um um you feel we could do better, we have a process for the inbound feedback to make sure that we triage it.

If it comes from one of you, it comes higher than if it just comes in on say social media from some comment from a student.

Um And then we do have a also imbalance review process for looking at guideline changes. So, uh the example I use is when uh the colorectal cancer screening guidelines a handful of years ago went from 50 to 45.

And we're like, oh, gotta go back in, where did we talk about screening guidelines for colorectal cancer? And went back and made those updates and um when the CDC changed the guidelines for ST I management, right?

We went through and I think we ended up touching 10 or 12 videos as part of that um that guideline update. So uh we, we are monitoring those inbounds uh things.

So we monitor and if you see something, say something. Um So and good luck in your next psych pharmacology course, Doctor Cope.

Any questions from you? Not yet.

I have a a meeting Thursday um with our rep to kind of go through it some more. And so I'm just kinda, we have students that are, that are struggling and I'm just trying to figure out a way to make it less of a struggle for them.

Super. Yeah, certainly that's uh I'm gonna talk about learning myths.

I wasn't planning on it, right? But like the pervasive learning myths and all these learning misbehaviors, right?

That students are like, oh, that I studied by rereading my notes, right? Which only teaches them what's in their notes and then they know what's in their notes, but they don't know what they need to know or students who um maybe are not strong readers um or as strong readers as we want, where we can use some of these osmosis videos as um uh pre I don't really wanna call it prework, but as a, as a primer for students ahead of coming in.

Right. So, if I can watch something on introduction to the cardiovascular system in seven minutes here before I do some reading.

Um, and refresh my knowledge, especially for urine and NP program. Right.

So, yeah. Um, so maybe it's been a while.

Right. Maybe I've been out of nursing school for a while and I'm just coming back and I just want a refresher that I can come in.

I can watch this video in seven minutes. If I wanna read along with a transcript, I can certainly do that.

Um, and then I can come into my textbook reading, um, or my lecture, whatever, whatever it is with a little bit more, um, confidence rather than getting lost in.

But what we're finding is they're not listening to the lectures at all and, um, they just wanna read through the powerpoint and not listen to the lecture.

And so, uh, the essential, the essential rub. Right.

Which is the, the crowded slide decks that we have because no one wants to listen to the lecture even at, uh, at double time.

Um. Right.

So that's what I'm trying to help find some resources for. Ok.

Oh. Yep.

Happy. Well, I look forward to talking with you hopefully later this week and we talk about just that, um, Sharon, you've been through some of that, right.

In your, in your variety of, of programs. That you've, you've taught any practical advice for Amanda, I think, you know, it's a little bit like that.

Um Dostoyevsky quote of like every happy family is the same and every troubled family is different, every troubled student is different and until you, like, kind of do a one on one with, uh with a student, you can't really divide the plan.

I would also say I've been reading a lot, um, books like Stolen Focus and Dopamine Nation and Spring culture is really changing our students brains as are the high depression rates and post COVID people have long COVID.

So it's a very different world right now. And um you know, a lot of people in the healthcare education are really good healthcare providers and not necessarily trained educators.

So what to do all around. Yeah, it seems like our, our students are really suffering from some trauma and uh I mean, cause they, I'm, you know, a psych NP two and FNP.

And so I see that these students are, they, they present as very trauma traumatized from the, from COVID and what they've been put through the last couple of years of all this mandatory overtime and then you know, all the death and all the family things and that kind of stuff.

So just trying to find ways to help him. Yeah, so I did put in my contact information to you George.

Thank you. So feel free to reach out.

We could do a deep talk. All right, thanks.

Well, thank you to your students. Right.

Nursing students did uh nurses did do so much heavy lifting and then to add school on top of that, I'm, I'm really not surprised um to hear how challenging it is.

So I guess with that, I did not say that we have mobile apps because again, it wasn't really a part of the assessment uh talk.

But when we look at how can we reduce some of that cognitive load, how can we make learning flexible? Um uh you know, this, we do have a lot of uh a lot of students who watch videos on their phones or flip, hopefully flip their phone upside down if they wanna listen to something as they're driving um or commuting into the office or at a, you know, at a soccer game, um that, that they can, they can fit smaller units in.

And since we've kept most of these videos in the 6 to 15 minute time frame, we've really been very particular um about managing the length of those and keeping them chunked into a really nice unit so that you can group them together and not overwhelm.

Um Right, that we want students to feel successful um when they finished the video and hopefully answer questions correctly with high confidence.

No. All right.

Anybody else with questions with our last few, um our last few minutes together here. No.

All right, I'm gonna share my screen one more time with some contact information. There we go.

All right. So I'm gonna give people back five minutes.

Thank you so much for joining us if you've joined, um Just know that we'll uh be reaching out to you to help you set up a free trial.

Probably Chantelle will um be doing that if you're not an existing current customer. Uh if you have questions, you're welcome to.

Also write to me directly see dot Johnson at er dot com um or our generic partnerships at osmesis.org email and someone uh someone will circle back with you, but we are here to support you all every step of the way and to support your learners.

So um if you have questions, if you have comments, uh if you have feedback from me um or you wanna continue this conversation or there's more you'd like to learn about, please do reach out.

I would love to hear from you. Thank you, everyone.

Thank you.