Help your students think clinically | Osmosis Clinical Sciences platform tour

Um So, hi, everybody. Uh welcome.

We're doing our webinar today on the Clinical Sciences content and doing a platform tour. Um We're as a background, we're doing this webinar because we have launched some incredible new content in the clinical sciences uh that we wanted to give you some more information about and take you on a tour and allow you to ask us questions on integration into your curriculum.

Um And anything else you wanna chat through about osmosis today? So I'm gonna get started since we have a lot to cover today.

Um Just to start introducing ourselves. So my name is Maddie Caerin.

I'm the senior Director for Medical Education here at Osmosis. I'm super excited to be here.

I get to oversee the content generation and curriculum development for our medical education products um as well as oversee the amazing subject matter experts that create our content, including this brand new clinical sciences.

And I'm joined by Catherine Johnson today and I let her introduce herself right now. Um Go for it, Catherine.

Hi, everyone, Catherine Johnson uh as the slide says, director of educational strategy and academic engagement here at Elsevier.

So my role is to support teaching and learning in your programs wherever they are, I've probably talked to some of you uh many of you before, but really happy to be here to talk about how you can learn to use and leverage these new uh clinical resources in your curriculum.

Fantastic. Um And with our brand new clinical sciences content, uh this is really aimed for the clerkship level medical student and other first time clinical learners.

Uh So with that, we have a brand new kind of role, which is called our Clinical Curriculum Committee. And it's with a number of recent and current clerkship directors across all of our different specialties.

And we're so excited that we have four of them joining us today. Um I'm gonna get them to introduce themselves now, but we're gonna come back and talk a little bit more about why they're excited about the curriculum, how they recommend you even um going about integrating this content into your curriculum at the clerkship level or other clinical levels.

Um And a bit more. So I'll start with Anita if you wanna do a quick intro.

Sure. Hi, everyone.

My name is Anita Tarisa. I'm currently an OB hospitalist and assistant residency program director at Advocate Illinois Masonic in Chicago.

Um Previously I was associate clerkship director at both the University of Toledo and Emery for about a total of about six years or so prior to moving on to the GME side.

So very excited to be a part of this team. I actively work with medical students and just looking forward to talking about this product.

More amazing. I'll pass it to Sonia.

Hi, everyone. My name is Sonia George.

I'm a hospice at Long Island Jewish Medical Center in New York. Um, I initially started out as the associate clerkship director and now the clerkship director of Zucker School of Medicine, um, part of North.

Well, happy to be here. Amazing.

And I'll pass it to Andy. Hi there.

My name is Andy Cooley. Um I'm a cardiothoracic surgeon and I was in practice for about nine years until I just recently switched all the way over to academics.

Um I'm at the University of Texas in Tyler, Texas and we just opened a new medical school uh this July. So I've been working on that for a few years down here.

I'm the director of all of the clinical clerkships. So I oversee in our curriculum.

It's a little bit different timing, but basically 3rd and 4th year of the medical school. Um But I've been heavily involved in building the curriculum from preclinical through our clerkship phases.

Um And we actually uh integrated osmosis throughout our curriculum as a, a core part. So happy to talk about any curriculum development and how we're using that if people have questions on, on any of those phases as well.

Amazing. Thanks, Andy.

And I'll pass it to Arom. Hi, everyone.

My name is Akram Alesha. I'm a trauma surgeon.

I specialize in trauma and critical care. I'm the clerkship director um for the surgery clerkship here at Central Michigan University.

I've been in this role for almost two years now and uh I really enjoy uh teaching uh medical students and uh graduate medical education and, and I'm very grateful to be a part of osmosis.

So, thank you all. Amazing.

Thanks. All.

We're gonna dive right in to the next part. I'm, oh, perfect.

I just wanna make sure we're all needed. Perfect.

We're gonna go through first. What is osmosis Clinical sciences?

What is this brand new content? Um Talk to you a little bit more about the different types of content you'll see and how it's a bit different as well as when you can expect to see it on the platform.

We'll do a quick dive into the platform again to show you a little bit further into the different types of topics that you'll see uh briefly introduce you to the medical education team behind all of this fantastic content.

Uh And finally a panel discussion with our C CCS um and really hoping to dive into more uh items about curricular integration and how we can utilize this new clinical sciences content in your curriculum um as well as AQ and A.

So we're here to support you all as well if you have any questions or wanna see anything further. So as a reminder, um if you don't know osmosis yet osmosis is really great at making learning approachable and engaging.

And we use these whiteboards style animated videos with paired assessment items. Um All behind evidence-based learning principles.

Again, just to make medical education more approachable and enjoyable, especially for our visual learners. We've done an amazing job at teaching the basic sciences.

If you've been on the platform before, you've probably seen tons of our content such as our beautiful microbiology, biochemistry, anatomy, and the clinical correlates videos.

Um So we've done a really a great amount of work in that area. However, we do wanna start supporting as we enter into more clinical phases of learning and whether your clinical learning is happening very early in the curriculum or you're moving forward into the clerkship stream, we wanna be able to support uh health professional students throughout the entire journey and that brings up clinical sciences and our new content that we've created.

This is a visual of the MD product where you can see we have a clerkship section as well as the US family step two section.

It might look a bit different on other platforms. Um For example, you might see that it says clinical rotations.

Um And then one example would be the pa product which is completely aligned to our PA standards, our pa ea under rotation exam blueprints and the pants blueprints.

Um So we really wanna make sure that you're being supported no matter which types of students that you're teaching and make sure that curricular inte integration can be a lot easier no matter what kind of specialty you're in.

So in terms of osmosis, clinical sciences, I like to kind of hit on the big high level points. Um with the first, um obviously, we first designed this for our US medical students for MD and do, but we've just learned how applicable and in great it's been across many different specialties um including pa for example.

So the big thing has been alignment to the National Clerkship curriculum and our C CCS have been vital to that. Uh We wanna make sure that it's based on the latest evidence-based clinical guidelines and society recommendations.

What we wanna do with all this information is not overwhelm students. Once we're in that clinical level, we wanna make sure that we're not just throwing information at students, but we wanna organize it in a way that's actually logical and can support clinical decision making skills as we generate them from the ground up.

And how we do this is really make sure that we're making it approachable for that first time clinical learner. So not simply just throwing guidelines or throwing information at you, but actually making sure we're structuring it appropriately and guiding students through that clinical decision making process, whether they're approaching a patient with a certain presentation or whether they're really diving into how do I manage this disease or making sure it's at the right level.

And then finally all of these videos are short and segmented. They're meant to be approachable.

You can watch them on the go. We wanna make sure that we're supporting that precision learning with all of these kind of different building blocks.

And with that too, we have both basic sciences and clinical sciences so we can really support that spiral curriculum as needed.

And I wanna go through next how we're actually accomplishing all these goals. So the first is our clinical decision making trees and this is what's really new that you're gonna see on the platform here.

In terms of the type of content you'll see it's really the backbone of clinical sciences and it's taking all of this information and designing these decision-making trees that can walk students through the clinical diagnosis or management of patients.

Um for example, here, approach to chest pain. So again, organizing information to support clinical decision making skills, our white boards style videos that we all know and love are obviously here as well and they're actually walking our students through this clinical decision making process and through that decision-making tree.

So it's really supporting that foundation of clinical skills build or clinical decision making skills. And with that, we also kind of have the reasoning explained behind these decisions, maybe some high yield facts or clinical pearls along the way.

But at the end of the day, it's really that backbone of the clinical decision making tree that we're taking students through.

Of course, we have paired assessment items so we can continue with that learning loop. Um We have our N BM E style assessment items.

We have our complex and new assembly style assessment items. And the big also great thing for our pa faculty is that we have pa faculty that have curated um specific pants uh items uh to go along with this clinical sciences content as well.

And I do see that there's some questions in the chat box. I'm gonna probably answer that towards the end if you don't mind.

Um But I'll pop in and answer any questions you have related to. Um I see some questions about the pants blueprint.

Um Finally, a really unique feature as well is um being a part of Elvir, we have a number of different um companies that we get to work with like STA TTX.

Uh They've provided us with radiological images that we've been able to incorporate in our videos and in our assessment items.

And what's really great is that we have a radiology team that actually makes sure that the images are really correct in terms of showing that core finding they're being described appropriately.

And again, scoped well for that first time clinical learner. So again, really supporting our students at the level that they're at in terms of timelines.

Um If you've been on the platform, you've seen that we have internal medicine and surgery content that is launched already.

Uh We're continuing to add more content into those clerkships. Um But we are launching uh OBGYN in pediatrics next.

And that will be coming in the spring of 2024. We're working on that, uh really hard right now.

We have a fantastic team. Um And then in the fall of 2024 we'll launch our last set of clerkships including family medicine, psychiatry, neurology, and emergency medicine.

So with all of that, I'm gonna jump into the platform and do a quick tour. Ok.

So we're in the MD product right now, but I can pop into other products as needed. Um You can see that you can do really easy keyword searches to whatever topics that you need to find.

But I'm actually gonna go to view all topics to show you the library. On the left side, you can see basic sciences on the righthand side, you can see clinical sciences including clerkships and USM oe step two review under under clerkships.

You can see we have new content in internal medicine and surgery and I'm gonna click into internal medicine just to show you.

Hopefully my computer doesn't mind that I'm doing this webinar right now and doesn't wanna crash. There we go.

Um All right, we are in uh so first of all, at the very top, um we have our b prerequisite basic sciences content. So all of this is aligned to the clerkship curriculum So in this case, we're aligned to the CDI M.

If students, for example, want to review anatomy of the coronary circulation as it relates to acute Coronary syndrome. For example, we wanna support that spiral curriculum, you can dive into the newer content again aligned to the CDI M.

So we have diagnoses and then clinical conditions and I'm gonna click into chest pain as an example. As you can see, there's kind of two different main categories.

We do have some other content that I'll talk about as well. But we have first approach to presentation.

And so in the context of chest pain, it's really how do I approach a patient with chest pain? Are they stable?

Are they unstable? Do they require any emergency management that we would cover in this video?

And then we are really trying to say what is the differential diagnosis? What is lifethreatening?

What are the common diagnoses? What are some other things you can consider?

But how do I use my history, my physical examination and diagnostic investigations to get to that differential diagnosis.

And the nice thing is that's where it stops. We want these nice building blocks that students can continue to learn on top of.

And these might be great videos that you could even consider integrating earlier into the curriculum as you start introducing that clinical learning earlier on.

And then we have our other types of videos which would be our approach to disease and the difference here is say you wanna learn all about acute coronary syndrome.

You can do a quick review of the pathophysiology but really focus on that clinical presentation, the diagnosis and the management again scoped appropriately.

For that first time clinical learner, we do have some other types of content that you'll see a lot more frequently in obgyn pediatrics and family medicine, uh such as well, patient care um as well as a lot of screening topics as well.

And they're all coming down the pipeline right now too. So I'm gonna click into alarm page just so you can see.

All right. So I'm on approach to chest pain and just a quick tour.

We have our whiteboards style video that we all know and love. We have options for close captioning and adjusting of the playback rate.

You can even share a link to other students if you want to as well. You can take your own notes and time stamp them to the video review the transcript.

We of course have our usm step two style questions that are aligned to the learning objectives of the video. Of course, what's new on these learned pages are beautiful decision-making trees.

Students can click into them, zoom in and out, they can download them as well for a quick review on the go. What's really great here is also faculty and students have access to the learning objectives of each video to stay on track, you know, exactly what's being covered in these videos.

And then finally, you also have the option and students might want to kind of get more into that evidence-based inquiry and kind of build on those skills um by actually reviewing the guidelines that were used to generate the content.

So students could say if clicked that link, they could go right to those guidelines just to really dive deeper into that evidence-based medicine.

And then finally, if I click back to the topic list, wanted to go to clinical sciences under um step to review, this is all of our new clinical sciences topics, but it's actually organized by organ system.

So it's really easy to study and just all of our content is there for you as you're uh revising for that exam, I am gonna quickly click into PA and just note a couple of differences if I go, I'll do surgery this time just to shake it up.

Yes, Andy Andy and A I got you. Um So this time it's different in terms of the organization.

Um you will see at the top, it's aligned similar to the MD product just so that students can see that presentation versus disease kind of organization.

We think it is gonna be really helpful for the pa students as well. But what we also hope will be really, really helpful um is this end of rotation exam review section?

So all of this has been aligned perfectly to that pa ea end of rotation review blueprint. So we've aligned based on the scientific content, uh concepts, health maintenance, we have a diagnosis and clinical intervention section as well as uh clinical therapeutics.

So we've tried to really align um exactly as that mapping suggests. And then if you go to pants review, all of the topics are also organized to the pants blueprint.

So as students are trying to revise for the pa or for the Pants Exam as well, all of that content is there. And one of the types of videos that I mentioned earlier about screening you can actually see right away here um with carotid carotid artery stenosis screening.

Um So we have lots of these kind of screening topics coming down the pipeline as well. All right, I'm gonna pop out of that and I'm gonna go just briefly talk about the medical education team um before we go to the panel.

Uh So I just wanted to highlight how vigorous um this content is to generate. We really wanted to make sure we had a lot of subject matter expertise in each clinical specialty.

So this really involves our clinical curriculum committee advising us on topic list, working with us on the curriculum, making sure we're aligned to the clerkship curriculum and utilizing the correct resources.

Uh They're the ones who are reviewing every script and reviewing all the videos uh to make sure that this content is aligned to the curriculum.

It is scoped appropriately. It's up to date and accurate, so, so important and couldn't thank them enough.

Um We also have our amazing clinical content writers and editors who are in each specialty. So our experts in that specialty, um We also have our amazing question, writers and editors who create um who are fantastic at creating usm step two or panty questions um for each of the learning objectives of each video.

And then finally, our radiology content reviewers um again, are fantastic and really are making sure that this content is scoped appropriately for our first time clinical learners.

With that. I'm going to now go to our panel discussion and I'm gonna kick it off.

Um But then we wanna answer lots of your questions. So I'm going to stop sharing just so we can see each other's faces for a second.

Um And my first question is for everybody, why are you excited about this osmosis clinical sciences content? And maybe I'll start with Anita not to call you out.

Um So, I mean, my first experience with osmosis was back in Ohio when it was rolled out to the 1st and 2nd years. Um And when they came into their clerkship after it was rolled out the amount of baseline information that I could see where that shifted was so high.

It was just so impressive. Um So why I'm so excited about this is I find that especially in the field of obstetrics, we speak a different language and I think that it's very helpful to just have the information streamlined in one place where you can find the information.

And if you choose to then go beyond that you can. But all of the basic information that you will need to be successful in your clerkship, I believe is there um with the supporting documentation, so you don't have to look that far.

Um So that's one of the reasons I'm really excited about it. And quite frankly, I wish it existed when I was in med school.

Yeah. Um anyone else um Andy Sonia or Akra feel free to unmute and go for it.

I see Andy unmute it. Yeah, I talk a lot so everyone will get to know that pretty quick on this webinar.

Um So a few things I I've been really excited about um this whole product line one is that it gives like we, we talked about it scope to the medical students.

So they have this roughly ten-minute video that they can look at quickly to get the framework for what they are either working on going to be reading about.

So it really gives them that scaffolding so they can start putting in those details later. It also gives them a great foundation to have intelligent conversations on rounds.

So it's not um you know, the attending having to start with zero and working every time this comes up with a new rotation coming through, they're starting saying the same things over again, they get to start higher and then explain, OK, here's the, the basic rules.

This is why this patient is an exception to the rule. Here's my clinical decision making that says yes, this is where we're going and we're deviating this way because we're seeing this right now.

So I think it's really giving the opportunity for that hands-on learning in the moment to get the most out of the clinical experience rather than trying to take it all in all at the same time.

Um The second thing that I'm selfishly very excited about um we all know that on the clinical side, faculty is under immense pressure for production and they do not have a lot of time for teaching.

They, they teach, but there's a lot of pressure coming from the the production side. So it's this really this balance of what am I gonna give now?

Um So this helps offload that some because they're not having to sit and make power points to run didactics. They're not having to, you know, look up all the foundational science of like I think I remember some electron transport chain here, you know, things like that.

So all of these videos have a link of here's the the clinical science, but here's the the background foundational science that also applies to this.

So the students can and the faculty I've done it. Um We'll review some of that foundational science it's not as fresh anymore and be able to finally integrate that back in instead of having first two years of preclinical all foundational science, then we forget it and do clinical.

So this really pulls that together. So I love that um acro or soa anything to add there.

Yeah. What something I that really stands out to me with regards to the videos are kind of the, the way it's organized and structured.

So it's like you said earlier that the videos are basically walking them through the D MT and the D MT, you know, it's basically algorithm based and so it really gears them well for the clinical setting cause it's very relevant to what it's very, very relevant to two things.

Number one, what they're seeing in the clinical realm and how to kind of organize their thought process. And um the second thing is it gears them towards the, the their shelf exams too because once again, they're on their shelf exam, they're pre getting presented um a patient and they need to kind of figure out where, where does this patient belong in kind of the algorithm?

And you know, where am I at in terms of uh am I still making a diagnosis? Am I implementing treatment and all this?

So I think that the the decision making tree is gonna and the way that it's structured in the teaching, the way it's organized in the videos is really gonna be helpful for the students both in the clinical decision making as well as prepare them for their shelf exams.

And, um, and that, that's really, really what I'm excited about. Amazing.

I Sonia, if you had anything to add and then I think there's a question about curricular integration. So we'll move into that after if you have anything else to add Sonia.

Yeah. I mean, um, everyone said everything else that I was gonna say, but I'm very excited about osmosis mostly.

Um as a clerkship director, I recently took the um third year medical student shelf exam again after many, many years. So it's really refreshing to know.

So um a lot of the content that I saw on the shelf exam was being reviewed in osmosis and that's really what we want for our students to understand how to think when they have a patient on the floors uh in the emergency room, how to triage them and obviously add to their medical knowledge for excelling at uh shelf exams as well as steps.

And you know, the other thing as from an educator standpoint, this not only if it's your students, but it al also helps you as an educator.

I um was reviewing one of the content regarding anemia and I use that content to actually educate my residents, interns and medical students on rounds.

And I told them this is the tree branching tree that you kinda wanna think about the scaffolding the foundation. And I found, you know, they found it very helpful.

I found it very helpful for me to remember how to educate them appropriately too. That's such a good point.

Oh, I love that. Um Let's dive into curricular integration while we have a few minutes left.

Um Andy would love you to chat a bit more about your curricular integration of osmosis. Yeah.

So we actually are doing a an integrating across all four years. So like I said, we're a new school.

So right now we're all the the planning phase for our clerkship. Um But we have the, the benefit of having even those foundational science videos chunked into roughly ten-minute blocks is we can slide them into different parts.

We have a very integrated spiral curriculum. Um So a lot of those longer videos weren't fitting, you know, we only need three minutes of this content and then we have an hourlong video.

So it, it works really well from that standpoint, how specifically we're using it in our, our what we call phase two and three, which is our 3rd and 4th year.

Um a few things. So one, we have a lot of self directed learning in our, in our curriculum.

So it is flip classroom in the preclinical phase. The students are used to that prework concept pulling out the like this is what I need to know about this topic.

Um So this is one, just a resource for them that they are going to be able to do prework and be expected to do that before they come into rounds um to have that foundational baseline.

The faculty also, when you, you sign on is a and please correct me if I'm wrong from the the company standpoint. But what since we have our school account, all the faculty have access to this as well.

And if I think there's even CM E available when you, when you do a lot of these videos. So that's a, a nice little perk um for the faculty.

But um so the faculty will, will know where we are on this one, like I said, can refresh. But two, it also gives ideas with those learning objectives of where we are on a jumping off point on rounds.

OK. So he, we know this.

So here's where I can take the conversation to a next level from the curriculum planning standpoint. Um I'll use surgery since that's what I do in this this product.

So we have the A CS national curriculum with 100s of learning objectives in that thing. There, there's tons, but we actually have the osmosis videos mapped both for the prereq and for um the actual clerkship level um learning objectives in each of the national curricula.

We have that map to these videos. It's actually how we came up with what they your topics we need, what order we wanted to roll them out in to make sure we did our top 100 the most common things they're gonna see on rounds, we made those first.

So that's directly mapped. And as a school, you can get that mapping if you need it um on the back end for your school, um when you're doing, you know, your N BM E content map and you know, all of these things um on the back end.

So I think that's very helpful. Um The other thing that that osmosis does to support um Catherine on here is an expert in learning science and she will actually host education webinars for faculty.

And they actually have some videos on their, their um platform of here's learning science and you know, so it's more for faculty development opportunities on there um as well as other ways to meet with us to teach us how to use it with the students.

So instead of just saying here's a resource students, we can do things like say, OK, you know, here's your prework or I want you to do an a consultation, but then check the video to make sure you really thought through everything.

You know, you can use this to check your work before you say it on rounds in front of everybody. If you miss something, it's not cheating to run back and you know, add that to your note, you know, so things like that I think are helpful.

Um And then the final thing that I think is extremely beneficial that I don't think we, we got into, but there are these dashboards on the back end.

So all of those questions, um, the school was able to see by student and by cohort what they're getting. Right.

How much they're watching? Are they watching the videos?

Are they all missing questions on this one topic that they need more support on? Um, and it updates very frequently for just in time learning so you can see, ok, beside these videos, um You know, my students, I made a playlist for them for, you know, surgery 101.

I mean, you have an N colate, you know, these things, you know, they watched it, they, they all missed these questions. So that's what we're gonna over on rounds.

We're not gonna waste time on the stuff everybody got. So it really helps us focus in and be kind of more that, that precision education model of what each student needs and then what is a group to make it more efficient.

So, and I can go on and on, but I'll, I'll zip it there. You are fantastic.

That was amazing. Thank you so much, Andy.

Um Chantelle. I don't know how much time we have if we're allowed to go over a bit or whether I need to wrap this up.

Um I mean, we have technically hit time but if anyone would like to say and continue to ask questions, yeah, feel free to ask them.

We can definitely share out the whole recording um, to make sure everyone has anything that if they have to jump. Um, no worries, but we will, if you are watching this recording and you have questions that weren't answered, please reach out.

You can email me directly. It's C dot Johnson at severe.com and I will find someone who has the answer for you if you too, he 10 to ask today and while we are recording, I know there was someone who had to leave, but I do wanna answer the question um and we'll follow up as well.

Um But it looks like there is a new pants blueprint that's being released. Um And it's not officially on the site yet, but it's being released and we like to stay on top of things.

So we are going to make sure whenever those types of new guidelines or new blueprints or anything comes out, we like to update the, the site quite quickly and that's really on me to do that.

So that will be my next job. So I'm super happy um that you indicated that to me.

Um And we'll be on that and we will definitely post that for all our pa faculty and students when that's uh updated. Um And then the other question, we don't have decision-making trees for the basic sciences.

It's just for our Clinical Sciences videos. Um So just an answer there.

Um And then just as a final maybe wrap up question to, I guess for and he's already talked about how she's integrated into UT Tyler.

Um But Anita Anita Sonia Akram, is there any other ways you would recommend using this content, whether you're a student and your clerkships or if you're a faculty?

Um how would you recommend it for me? One of the places I see it kind of being used is sort of how Doctor Cooley mentioned in terms of you're seeing a patient in triage, you know, what is your differential diagnosis having that time period, even if it was a resident, if you had resident content too.

Um but just to use it at that point to come up with your differential diagnosis and sort of speak intelligently about what you're learning and, and to feel confident and to me, that's a such a key point because so so many times, I feel that students know the information, they're just not quite sure how to express it.

And I feel these videos provide a little bit of a baseline to confidently express what you've learned in a, in a comprehensive fashion.

So that's one of the ways I'm hoping to, you know that if we get to that point where we are using it, the uh specifically an ob um the ob clerkship modules, then, you know, that's where I would like to start just because that's not, you know, I'm not in charge of curriculum where I'm at right now.

For medical students, but that's why I'd love to see it being used as on the floors. I love that.

Um, Sonia and acri, do you have anything to add there? Yeah.

Yeah. I'm, I'm sorry, go ahead.

Tanya. Um, I was just gonna say, you know, uh, uh, the same way II was using it on the floor with my residents and students and going through, um, a topic with them.

It really helps them to organize certain things in their brain and they remember it a lot better. Um And I've also uh found that a lot of peer teaching has also been beneficial for students.

So, so our fourth year medical students teaching, our third years, our interns and residents teaching um uh our juniors, um and our chief residents have used osmosis as well as some podcasts when, during their Friday with the uh the students to really um bring bra branch out different topics and help the students remember things for their shelf uh exams and their steps.

And then, uh something I was gonna mention, uh and how I could see this being used for the surgery clerkship. One thing is for preparation for cases.

So, uh oftentimes, you know, the for elective cases, they'll be assigned to the case the evening prior or the day prior.

And so, you know, they, they can be used as, as a preparation, you know, if they're gonna go into some type of pancreatic resection, maybe they wanna watch the, the chapter on or the video on pancreatic diseases or, or what, whatever the case may be.

And then a, a second thing I can think of that would be helpful in the surgery clerkship also is kind of like an assignment or homework.

Um, you know, if the student really doesn't have a lot of baseline information on that topic, I can give the student an assignment.

Like you go watch this video and then come back tomorrow and then you're gonna share what you learn and then we're gonna expand on that.

We're gonna discuss that rather than me having to explain it to you from the, you know, the very basics, you watch the video, that's your assignment, that's your homework.

Come back tomorrow and then we're gonna talk about what you learned and then we're gonna add to how is this video that you watched relevant to the care of the patient that we're currently taking care of?

I love that Andy. And one thing just to add with how we've made these, um It's not the surgery video is not always just straight surgeons saying this is when we're operating in all that detail.

So there's a lot of topics clearly that are interdisciplinary in medicine. Um So we've gone through to make sure we're getting the medical perspective, the surgical perspective.

So it includes, here's the workup, here's when you do medical management, here's when it needs to split off to interventional, here's surgical, you know, so those things we make sure are really integrate.

So um it's more realistic of how we all function in the real world. That's such a good point.

Uh We have such a great interdisciplinary team and a great example has been this past week on our pediatric surgical cases, having that combination of our PED S team and our surgery team, the number of meetings they've been on to really sort through the content and figure out what needs to be included.

And how do we scope this for that pediatric student and the surgery student in the combined. It's been really fantastic to see.

All right, I don't know if there's any other questions. There's a question for Doctor Cooley but not, not related to Dentin Kool Aid, but it's a really great name to have as a heart surgeon.

So I did not take my husband's last name. So that's fantastic.

Um Well, don't hesitate to reach out to our team. Um If you have any further questions, of course, this re this uh webinar is gonna be recorded and it's going to be on our events page.

Um And we'll let everyone know when that recordings available, but we just appreciate everyone listening, taking the time to ask questions and hopefully this was really useful and we also just really hope you're as just as excited for the clinical sciences content that than we are.

Um We're really proud of it. So thank you so much for listening.