Take a Peek at Osmosis!

I'll get started. Welcome everyone.

My name is Mary Ellen Coacher and I am on the sales team here at osmosis. We are here today to take a peek at osmosis.

That is the webinar you registered for. I hope you're all in the right place.

Now, today, we're here to talk about osmosis in terms of university partnerships, how we work with universities to bring osmosis into the classroom.

If you are a student, a lot of the content conversation will apply, but just know that there are a few things here that are related specifically to when and how we work within the university systems.

So first talk a little bit about osmosis as a company, osmosis was founded by two individuals that were in med school and they felt like they were drinking from the fire hose in terms of didactic information.

And so they started a um open source question bank and it grew into osmosis and osmosis now is a variety of platforms all based on medical content, serving your students in the health center field and learning, not only the basic but now clinical information as well.

We have a MD version ad O version, an NP version APA version. And most recently we've added a prelicensure nursing version.

If you are here from the prelicensure nursing area, please contact us after and we'll make sure that you are signed up on the prelicensure nursing platform because the content is a little bit different than what I'll be showing today.

I will note how it differs as we go through the demo. One of the things that we're extremely proud about osmosis is that um we live by our values.

Um We talk about them on a regular basis. We have a company meeting every Monday morning and actually go through the different ways as we as individuals are imagining and opening our arms and have each other's backs, not only with our colleagues but with our clients as well.

One of the things that that means to me in selling osmosis is that when you become part of the osmosis family, you're not just partnering with a vendor, but you actually have a team of individuals that are, that are committed to providing the best osmosis experience, not only for you as faculty and leadership, but for your students as well.

And so everyone on the osmosis team wants to make sure that every time someone opens up osmosis, they're having the best experience possible every single time.

So what is osmosis? Let me give you a quick overview.

I promise. Also, this isn't death by Power points.

There's only about 12 slides and then we will jump into the platform, live osmosis. If you've never opened it, if you've never seen a youtube video, you don't know anything about us.

Um We are a video learning platform. We have 1700 illustrated videos within our system.

They are categorized in three levels of learning. We start with the first which is the basic science and disease.

We move on to case based pathology review videos and then we do have a clinical practice videos in our digital library. I'll bring up the platform here in a few minutes and you'll see that we have our digital library laid out in this way so that you can easily navigate the system and find what you need.

We also have assessment items. Um We've got about 2500 board style multiple choice questions.

Those are scoped to the type of um version that you're in. So if you're in, for example, the pa a version are multiple choice questions are scope to the pants, um M Ds to the USM le et cetera, we also have 15,000 flashcards.

Those are based on space based repetition, very similar to ons. If you used those, I wanna briefly touch on how we support your educational institutions with osmosis.

So first, why is osmosis the way osmosis is? We're gonna log into the platform in a few minutes.

I'll play a couple of seconds of one of the videos and you're gonna see it looks a little bit like a cartoon. It's really illustrated.

Um the words pop up as the illustrators, talking et cetera. It's all very specifically designed that way.

One of the co-founders has a phd in Neuroscience and they did a lot of looking at the research and determining what are the best ways to engage students to improve retention, et cetera.

So some of these evidence based principles are listed on the screen here, things like content shuning um the the the way in which we designed based on the multimedia principles actually reduces cognitive load for you load, excuse me, for your students, as they're learning this content.

As I mentioned, space based repetition works within the flashcard portion of the platform. The testing effect is layered in here as well as learning science videos that teach students how to learn in the medical field.

We do have an area on the platform that highlights each of our evidence based learning principles in the system. You wouldn't notice some per se if you were in a video because they're all layered in together.

But I can highlight and show you if you have an interest where to go and learn about these on an individual. Um you know, a a at an individual level.

So how do we work with institutions when we partner with an institution? We're partnering with an institution that is providing access to osmosis for their students.

We come to the institution with open arms wide open, um you know, imaginations and how can we best serve you as an institution, not only from a leadership perspective, but your faculty as well.

We want your faculty to be faculty to be comfortable with the content and be able to meet the students where they already teach.

So we've got a variety of ways to do that. This chart um shows that we've got an idea of low implementation, low integration.

That's the idea of providing osmosis for their students for self directed study and support of everything that you're teaching them on a day to day basis.

Go over to the purple on the sixth and that's the highest integration, the highest implementation and that's a flipped classroom environment.

So if you're working in an institution that has completely flipped their classroom, we do have a couple of these partners across the spectrum that um utilize osmosis to prime the pump or have their students learn content before they come to an active case based scenario classroom.

Most of our clients live in what's called the blended learning environment. That's the opportunity to take osmosis content and chunk it together.

We'll talk about that in a minute, but it's the opportunity to take six or seven videos according to a content topic, push that out to the students as well as the assessment items and utilize it for either pre or post lecture learning and then the opportunity to go back and look at the metrics and see how your students have mastered that content.

OK, osmosis can be used in all of these ways. We've got clients that go ahead and show osmosis videos during class and they'll use a clicker pole in terms of the questions.

As I mentioned, we have partners that assign this material b both pre lecture postlecture. We have quite a few institutions who now use osmosis in a remediation scenario.

So for students, unfortunately, that have a knowledge gap or have been identified as struggling, we have institutions that utilize osmosis to assign videos and our assessment questions.

To go ahead and catch those students up. We even have one unique institution that's um actually one of my clients that utilizes it in a prema prematriculation scenario.

So those students get access to their osmosis accounts at the beginning of the summer. It's a traditional false start.

They get access when they have their.edu address, they're assigned a number of videos to watch over the summer and assessment items that they take.

And then the faculty goes in in August right before the start of the school year and looks at where that cohort is in terms of understanding basic didactic information that then allows the faculty to understand what area or what level they need to come in and teach.

Do they need to start at the very basics of didactics? Or could they skip ahead to some of the more complex areas because the students already have that foundation.

So again, no right way, no wrong way to use osmosis. When we partner with an institution, one of the things we do is start off by asking the institution what their vision is and how we can support it.

I mentioned that we have metrics and we have two levels of metrics, the opportunity to look at engagement in terms of the videos.

So are my students utilizing this resource? How often are they logging in?

How much content are they watching? We will jump into this live.

So it will make a little bit more sense in a few minutes. But what we wanna point out here is that it's the opportunity for just in time bite size to be utilized by faculty to take action on.

So right now, we're in this myocardial infarction video quite frequently, we see osmosis users seeing videos 2 to 3 times maybe 4 to 5 times if the co if the topic is a little bit more complex or when we get into those clinical rotation videos because they're a little bit longer and they're a little bit more involved.

But the m majority of our videos 3 to 4 times is average. Now you can see my student 2 O2 up at the top of the screen there, view this 24 times.

If you have a student that's viewing something 9, 1012 times, that could be a sign that your student is, is having is having a little bit of trouble in this area.

It's an opportunity to check in and see if they need some more information or a little bit more support. Interestingly, if you have a cohort that is seeing things 9, 10 times that's bite size data where you could say before a lecture.

Hey, do we have um some hurdles here? Do we need to touch base on some of these topics?

Where are you getting hung up? So again, we wanna put this information in your hands to be able to take action on it.

It's very easy to navigate these metrics. The other level of metrics we have is surrounding our questions or our assessment items.

So osmosis is unique in the industry in that we ask our assessment items for an accuracy response as well as a confidence um uh a self assessment on confidence.

So for every multiple choice question that a student will encounter inside osmosis, they'll answer it. But then we're also asking them, how do you feel about that information, rate your confidence in terms of low, medium or high?

The reason we do that is again, to provide you as faculty and educators with another data point. One, are they getting the information correct?

And two would they be able to act on that information and feel comfortable about it? So you can see my student 20 here.

They went ahead and did a first attempt on some multiple choice questions they got 15 wrong out of 18. They took it again on the first attempt.

They didn't feel like they knew what this information was about and the same on the second attempt. That's ok.

Right. They're here to learn where we see, um, students sometimes is where they have the highest accuracy.

Everything's in green on that left hand side and then they have the lowest confidence, they regularly self assess low confidence.

That may be an opportunity for some coaching to understand why the student doesn't feel comfortable with the knowledge. And would they be able to practice with it?

On the other side of that coin, we also see students that get everything wrong. They are some of the struggling students and everything's in red, but they are self assessing at the highest confidence in the world.

They are ready to go out and practice with all of this knowledge that they don't know which as educators I'm sure is alarming.

And so again, another data point to touch base and see where can we get these students more in the about the middle of that bell curve?

Um For all of our questions, we do have a first attempt. That's the very first time anyone logs into osmosis and goes ahead and takes any of those assessment items.

That's their base point inside osmosis and will always be listed under their first attempt. The latest attempt is any other time they go in and try questions again.

So this is where remediation, um the idea of utilizing osmosis for remediation can be very powerful if you work in an institution that utilizes a student success service or tutors or individual faculty as coaches, this screen can be very helpful in understanding if a student was struggling.

If you reassigned them some material, including the assessment items, you as an individual can see if they indeed went in and watched that material And if and when they took those assessment items and how they did so, are they improving?

Are they staying the same or did they unfortunately even lose more points? So again, bite size information for you to take action on in a variety of ways.

So this is my last slide. Again.

Just a reminder after the webinar today, each of you will get an automated email asking you to authenticate your trial account.

All that means is please log in and set your password and then you have the freedom to go ahead and explore osmosis. If you have an institution that would like to talk more about partnering and becoming part of our university partnership family, there's an email here on the screen.

It's my colleague, Ryan Ire. He goes ahead and sets up all of those initial conversations and he'd love to have a chat with you.

We have about 220 university partners across the globe and that's a full representation of medical programs, osteopathic programs, PA NP and again, our prelicensure nursing.

I'm gonna go ahead and stop share just for a moment because I need you to jump over into the osmosis platform line. Um Just a quick technology check here, Brooke.

Can you see? Welcome back, Vivian.

Perfect. All right.

So this is the osmosis screen. Every osmosis user when logging in would be brought to the screen whether you're faculty or student.

There's only a difference between being an educator inside osmosis and being a student inside osmosis. And that's the access to the metrics.

Uh All individuals can see metrics. So if I as a user, a student would go and take osmosis assessment items, I can see my own metrics.

You as faculty and leadership can see students and cohort activity. So otherwise everything's the same.

We don't segregate out any parts of osmosis. So you don't just have pathos or you don't just have the material and clinical rotations.

Everything is here for all of our users to enjoy. So first let me show you our digital library here.

You can go ahead and click on view all topics and just a quick note. I am logged in right now into our demo MD version.

So that's where you will see the USM L here. Um If you were under the osteopathic, you would not see these columns.

If you were under NP, you would see just board review questions. So it does the digital library does look like a little bit different over on the right hand side, let's start over here on the left, foundational sciences.

So we arranged osmosis from the left to the right in how students navigate their academic health science journey. So under foundational sciences are all the basic didactic information moving over to organ systems right here.

Then we layered in the USM le step one material clerkships and the USM le step two material. Remember I said we've got about 1700 videos we are double shelved.

So where you find information in organ systems like myocardial infarction, you will find under the step one review. So if you were in here counting videos, obviously, there's more than 1700 there are 1700 unique videos in here, but again, double shelved because we want it to be easy for your students to find our search bar is pretty intuitive.

So if I go ahead and type myocardial, it's gonna bring up everything related to myocardial. If I just click on it, you're going to be brought to the whole library of videos that deal with myocardial infarct or excuse me, myocardial within the title.

I'm gonna go ahead and click on myocardial infarction just to give you a little bit of taste of what an osmosis video looks like.

A click play six according to the World Health Organization. Cardiovascular Disease is the leading cause of death worldwide as well as in the US.

Of those a large proportion are caused by heart attacks, also known as acute myocardial infarctions or just myocardial infarctions sometimes just called mis the word infarction means that some area of tissue has died due to a lack of blood flow and therefore, a lack of oxygen myo refers to the muscle.

Ok. So a few things to note about our learn page, that's what we call this.

When we get to a topic inside osmosis, it's a learn page. They're all laid out exactly the same.

That's intentional. Again, to reduce cognitive load.

All of our video series here have um a couple of things in common. One chapter is available.

So if you as an educator, for example, decide to utilize this in the classroom and you wanna get to just the point on, I can't read that.

I'm sorry, my, the heart attack portion, my my eyesight doesn't quite uh it doesn't quite work that well, but this is a heart attack portion.

You could go ahead and just click on that chapter and show that portion in class and closed captioning is available. Um The opportunity to speed things up.

I'm told that medical students most often watch things on 2.0 to 2.5. I can't uh navigate the system that fast, but it is available for those individuals that wanna go ahead and, and watch it that way.

We also have transcripts available. So if your students are not audio visual learners, they don't particularly like the video series they can go ahead and click here on the transcript and get all of the information right here on the right.

Anything in blue is a hyperlink to another learn page. Um So in cardio refer to the heart tissue scrolling down here under myocardial infarction, you see high yield notes.

So where applicable in the osmosis video series, we layered in high yield notes, high yield notes are principle so that you can uh as a student learner have those available to go ahead and take notes if you so choose.

And on the right hand side is where our assessments are located. Again, two types of assessments, flash cards and the multiple choice questions we've se out separated out the multiple choice questions into level one or usm le step one and level two questions.

Um I'm gonna go ahead and show you one of our questions series. Mine all say retake because this is my demo environment and we've taken them all yours will all say begin or start right here.

So all of our multiple choice questions are vignette written. It's a little story here about a case based scenario that we're again asking for accuracy and confidence.

I do not have a medical background. So I'm gonna put that right out there because I am just going to go ahead and guess myocardial wall rupture for this question.

I'm also gonna say I have the highest confidence this is correct and yay it is so for every single question inside osmosis, we do give the correct answer.

We also give the explanation if I was incorrect. If I had guess myocardial infarction, that area would be in red.

We also give an explanation for every incorrect answer. Um Our senior director of engagement says there's nothing worse than a medical student studying for something at two o'clock in the morning, they get something wrong and they have no idea why.

So we do um give the correct and incorrect response for every question inside here. We also give a main takeaway in terms of, of how the question related to the video.

So we are closing that learning loop, right? We're introducing the video to introduce the topic.

We're going ahead and providing assessment items to see if your students understood it and then we're cementing or closing that learning loop with providing the major takeaway.

Any questions on that? Ok.

Quite often when I'm demoing, I get questions about how do we share this? We've got two ways of sharing information to your students.

Actually, Mary Ellen, I'm sorry to stop you. I'm just gonna ask if we can ask this just because it's tangent to what you're talking about.

Mary had a good question. She said, do students have direct access to the library to look up topics or does it have to be assigned uh students have the opportunity to utilize the search bar or click down and see the digital library So every single individual would be brought to that screen and the freedom to utilize it is, is for every user.

So again, I apologize. It's backspacing through all of them.

But again, here, go ahead and look through the library at your, at your heart's content or go ahead and use that search button right here.

OK? Perfect.

Thanks. Absolutely.

Let's go back to myocardial really quick cause I just wanna talk about how we share information. So we've got this great tool.

How do we put it in your student's hands? We've got two ways.

One, as an educator, you can go ahead and share any individual learn page. So I'm on myocardial infarction.

If Brooke were a student, I could go ahead and copy or excuse me, click this little share button right here, copy the link and however you communicate with your students, we can apply it to osmosis.

Meaning if all of your students are navigating an L MS system like bright space or canvas or, or blackboard, et cetera, this copy link can be layered or put in right into the L MS and shared and your students all have access to it right there.

If you utilize um some sort of uh in university intra communic communication channel like um slack, you can copy and paste the link right there.

If you utilize email, it can be copy, pasted right there, you can even paste a link text wise into a syllabi. If you so choose.

So however you need to reach your students. The copy paste link is right there again.

Remember right now, I'm just sharing with Brooke the page on myocardial infarction. The opportunity to be even more powerful lays right here in what we call playlists.

So I'm old. So I can say this, remember back in the days when we made cassette tapes, we made um um what do you call them?

The, the um you know, when you made your boyfriend the playlist tape of like our air supply and audio speed and I'm seeing.

Nodding good, good. OK.

That was me. Right.

We've got the mix mix. Yes.

Thank you. Mix tape.

Brooke, thank you. Um You can do that here at side osmosis, right?

It's called a playlist. It's what uh us um, Amazon uses Spotify, any of those music series when you're putting a couple of songs together to go running or, you know, to have your background noise on and you wanna hear those in sequence.

We do that here in osmosis. So you can create a playlist.

We, when meeting with our university partners at the start of that relationship, talk about some of the best practices with playlists.

But in terms of the how to, you just create a new playlist down here. Give it a name, week one heart series or your name of your class, you know, and follow the syllabi, you create it and all you do is drop it in there.

I'm gonna go ahead and go Mary and it's added to the playlist. Ok?

You can search as many videos as you want and add them to the playlist. You can create as many playlists as you want.

Your students can create playlists. Your tutors can create playlists.

We encourage the use of playlists because it provides really valuable metrics which I'll show you in a moment. It also chunks knowledge or excuse me, chunks content for your students in the way in which you teach.

So if you're teaching um along the ideas of the heart topic, you can direct your students right to there. They don't have to spend all their time in the digital library finding material themselves, you can go ahead and direct them right to an area of material that you've already set up playlists live over here.

OK? So I as an individual user would see my playlist that I created again.

We're in my demo environment. So there's quite a few of them in here, right?

But here's the playlists that are all of mine that I created and then scrolling down here are the playlists I follow. So Brooke as a student, for example, could go ahead and follow three or four professors playlists.

Then she could also, if she was in a peer study group, create playlists to share metrics are lined up in there to go ahead and self test and, and, and get a better understanding of, of where they have questions or areas that they wanna cement learning on a little bit.

Um, the cool thing about playlists is and I only have that one in here, so I'm gonna go to a different one just because it'll be a little bit more meaningful.

We've got a playlist in here called Heart Blocks. Right.

There's 12 videos in it. It's right now it runs one hour and 47 minutes long.

A student learner could play all which would play them all in sequence, right? One after the other or they could play them individually just by going down here and clicking as an administrator, you can move these around, you can add more, you can go ahead and delete.

So they're active. The cool thing about your students following them and you connecting them in terms of being followed is that, that's that active playlist forever.

So if you are studying heart blocks and again, we're looking at assessment, we go in and we see that students are being challenged by a topic, you as an instructor could add a video and it's automatically added on their side.

OK, quiz all. So remember back on that myocardial infarction learn page, we had step one and step two level questions listed out there.

We've got the opportunity when we make a playlist to have all the questions brought to this playlist together. It allows your students to quiz or to test more like you teach topics.

Um I'm sure you don't go into class and teach one video myocardial infarction and then have everybody take just those assessment items.

You're most likely teaching a series and would like the students to quiz or test more akin to that type of teaching. That's what quiz all allows you to do here.

If you're pressing quiz, all your students can choose step one, step two or just the flash cards. Interestingly, it jumbles them differently for everyone.

So if you have two students sitting in the library next to each other, they're going through this heart blocks video playlist and they decide, hey, we're gonna, we watched it all.

Let's quiz on and see how we did. Their computer is gonna look different to the computer right next to them because it jumbles in differently.

Same questions all get there through the sequence eventually, but it does jumble them. OK?

Any questions? OK.

So let me show you what metrics looks like. Again, this is the one piece that is different from student learners versus faculty and or leadership.

OK? You have the opportunity to look at your students in terms of a cohort and as individual learners, they only have the opportunity to look at analytics in an individual basis.

So this is our analytics page and a few um small housekeeping notes in terms of our university partnerships, you as a university tell us whose eyeballs should be on these analytics.

So if you for example, have a university where you want all of your faculty have access to all of these students. We'll set it up that way.

If you want your faculty and your tutors, we can go ahead and add them to that viewing opportunity. So please note that you're telling us what is the information or which is the information that your faculty should see.

So our first screen here 40,000 ft view really are my students utilizing it or not? And it's at this cohort level, right?

You can scroll down and you can see um who's using it, how often. But this isn't that the individual level that gets more um visible when you click on the members over here.

So you can look at a student by student basis to see what's going on with each student. If you're a tutor and you've got two students that you're following, you can go ahead and log in and see what's going on with them in terms of their access and their accuracy to the assessment items.

This is an actual cohort that we pulled from APA program out on the east coast. And so we scrubbed it for ferpa purposes.

You see student 12 student, 1011, student, 1112, in your instance of osmosis, this would be your students names and your student emails.

Um So if we click on the student 12, we're gonna be brought to that individual screen that just tells me about what they're doing inside osmosis.

You can go ahead and change the dates to look at a specific time period. You can look at it in terms of how you want the data um generated back to you.

What it's gonna tell you is how often they're logging in how many videos they're watching, how many questions they're answering.

Now, I don't have any data for this student because this is a completely made up individual. OK?

Where you um want to go ahead and look at your students in terms of a cohort falls under student reports. So remember we talked about individual learned pages, creating playlists, the importance of playlists because it ties to metrics.

Here's where it all becomes much more clear when you have playlists, they become what are called your student reports. So right now you see we created that playlist called Mary Ellen's demo.

I only have this one video in here. So I'm gonna go ahead and go back to that heart blockers one just because it's got more information in it.

OK? So in my heart blocks video series and I promise you that your internet scenario will not be this low in terms of data coming back at you.

I have a very slow internet system. OK?

So here we are with our heart blocks playlist. OK?

Top bar right here is cohort information, OK. This is um 12 videos within the series 27 multiple choice questions associated with the 12 videos, 75 students in the cohort zero.

So far it means that zero have watched all 12 videos. It doesn't mean that video one through four weren't completed.

This is looking at the entire playlist activity. Ok.

4% of the questions have been completed so far becomes more meaningful. If you're in the middle of that assignment when scrolling down and looking at each video.

So you can see in my heart blocks, I've got ECG basics. I've got electrical conduction of the heart bundle branch block, et cetera.

Here you can see for ECG for example, 32 out of my 75 watched. OK.

I'm I believe on that ECG basics video right here. I have it sorted in terms of completion first.

So I can see student, one got to 1% student, three got to 100%. I could see the dates they watched.

We have some institutions that do give participation points to students for participating in osmosis and it's part of their grade.

So this screen becomes critical in terms of faculty being able to log in and seeing. Did my students watch this material?

And it did they do so by the assigned date? OK.

This is also great information again and looking at the struggling student, are they logging in, are they watching the whole video or are they dropping off at 1% you need to watch.

Um I believe the marker is 87% of an osmosis video for it to log that you have completed the material. Um We do give the opportunity at the end of every osmosis video for the um information in terms of who created it.

The illustrators, we, we supply all the credits for everyone that participated. So quite often your students won't get to 100%.

It'll be a little bit short, but 87 88% does mean that your students are logging in and they are watching all of the bulk of the content.

Ok? When we go ahead and look at questions, let me look at, for example, the questions related to the bundle branch block.

This was that screen that I showed during the power point that shows your students accuracy and confidence level in terms of first attempt and latest attempt.

Again, if you remember, this is the very first time they're ever an osmosis that will always be logged as their baseline right there.

The latest is if they self assessed, if they were reassigned, if a tutor reassigned, et cetera, their latest attempt is gonna be right here and that confidence level.

OK? What you can see here is student 22 took uh the five questions, they got three correct, two incorrect.

They're at the middle level of confidence, which lines up nicely, right. You've got a student learner that knows that they need to dig in a little bit better to get a full understanding but they didn't self assess at the highest confidence either.

So they understand that they've got a little ways to go. Um again, student here uh with 100% accuracy on four of the questions and highest confidence where we have conversations with faculty is again that opportunity to coach students where you're either highest accuracy, lowest confidence or lowest accuracy, highest confidence you can as a educator go in ahead and click on the question and actually be brought right to the question and how the student answered.

So you can see for example, the vignette here in this bundle branch block question, the student got it wrong. They assessed with medium confidence.

So these become valuable in terms of coaching sessions for your students so that you can go ahead and see where they got caught up and redirect them to answering this question correctly.

Any questions on our metrics? OK.

I do wanna show you one other area inside osmosis and this is a student area. Um When we onboard universities with the osmosis product, we onboard the faculty in a live zoom session similar to this, we teach about playlists.

We talk about how to create them best practices, et cetera. We review the metrics again, we um try to have live data in there.

So you can actually see your students activity. We also go ahead and on board your students through a series of emails and one of the emails highlights this area of our new quiz builder.

So this is the opportunity for your students to go ahead and self assess, kind of like a um question bank. So if I as a student, go ahead and choose step one as a student, I can go ahead and design my own quiz.

So this was designed in response to student feedback and it's pretty powerful in terms of allowing students to go ahead and choose basic subjects, organ systems, et cetera and set up the their areas that they need to know.

So if I'm stuck on that whole heart block series, I can actually create my own quiz just to go to the heart block series.

Take it and see my score. At the end.

We encourage faculty tutoring su success coaches to explore this area because it's a great area to direct your students after they've watched videos to again reclose or, or re cement that topic or close that learning loop one more time.

OK. Now a couple of different um side items uh in relation to osmosis.

OK. First, in terms of the platform, I promised that I would show you where our evidence based learning principles live.

One of the things I always tell my clients is remember to scroll, the digital library is large. Again, that search bar is pretty intuitive but remember to scroll.

Everybody loves our Path fiz series. It's down here at the bottom.

Also down here at the bottom, is this learning science series. So if you as an individual have an interest in terms of why is the way it is, you can go ahead and click here.

We do have other core competencies areas, interpersonal, communication, skills, patient care, professionalism, et cetera.

So all the areas are the soft skills in directing a student to learn about that aren't really bugs, drugs or a body system.

Um The other thing I wanna point out in terms of osmosis is our F AQ over here. So our students can go ahead and get any sort of information from our help center.

We're also known for our client service team. So our client service team, they will not let me say it staff 24 hours a day because it's literally 23.5 hours a day.

But our client service team is a team of individuals that all have degrees or knowledge in health science fields and are able to answer any question from, I forgot my password to an actual content question about a video or about a series of videos.

We encourage our students to utilize it. Our faculty can it as well.

But when you become a university partner, there are a couple extra perks. First, all of our university partners are assigned one of our inside account managers.

We work with a fantastic team of inside account managers that are ready to help in any way possible. They are there to onboard your faculty.

They're there to um kind of touch again on metrics and, and do a deep dive and look into things if you don't have the bandwidth.

And one of the services that we also offer is curriculum alignment. So if you are a faculty member, you have a syllabi of learning objectives and you want us to go ahead and take a look at that information and align osmosis against it, we will happily do so There is no additional charge for it.

And so what we provide back to you is an outline of your class and how it relates to osmosis content so that you if you are an educator that wants to utilize it can bypass hunting and pecking through here to plan out your class, but can actually just go ahead find all of your videos, create your playlist and go from there.

Um So that is osmosis real quick question. Actually, we do.

I'm sorry to interrupt you, Mary Ellen. Um Doctor Basset have has a great question.

He said, can we assign a quiz to a student as remediation? What's the best practice around that?

A fantastic question. Thank you.

So, one thing to note about osmosis, we do not have sequestered questions. We do have 6800 of them in here, but they they aren't sequestered in any way.

So your students may have seen it, right? That doesn't mean that you can't utilize it if you so choose.

So you can go ahead and create a playlist and have your students take the questions there or you can tell your student to go and log in and go to the question area and choose those two or three topic areas in which you want the student to take a quiz.

Then you as an educator can go in and see how they did. Um We do have faculty that quite often utilize our question series within their own quizzing format, whether that be live in class with like a um you know, a little clicker while they're pulling the class or if it's an individual level where they're sending out the quiz again, not sequestered, but you can utilize our vignette style questions and you can change names or you could change age, you could change a few nuanced items around it and you can utilize it any other questions.

We're good. Also, if anyone is interested in talking about how your university can become a partner with osmosis, again, the email is Ryan Humphrey at osmosis.org.

It is out on the osmosis.org web page. So you can go ahead and find just a little click there and reach out and we'll make sure that one of our team members gets in touch with you and has a conversation about the variety of ways in which you can partner with osmosis.