The Solution:

Integrating Osmosis videos and questions for quality pre and post-classwork that exposed students to an international scope of practice.

Anáhuac University’s Querétaro campus welcomed Osmosis’s variety of videos and assessment tools built on evidence-based pedagogy. Dr. Manzano highlighted that “Osmosis follows the best practices of evidence-based learning. The videos have a good pedagogical design, avoid information overload, and allow the structuring of the content. In addition, [Osmosis] has different tools that promote active learning and metacognition.” 

Faculty appreciate having a resource they can easily incorporate into their local curriculum. To encourage self-directed use of the platform, faculty suggest videos for students to watch before they come to class as preparatory material or after to clarify.

In addition, “Students are encouraged to review Osmosis content to prepare for exams, particularly the NBME, IFOM, BS, and CS,” says Dr. Manzano. Osmosis use has produced two major positive outcomes: student introduction to English exam-style questions and freed-up class time for deeper discussions as a result of concepts being learned before class.

After implementing, “Osmosis became the most used and liked platform by our students. Frequently students are the ones who motivate academics to use Osmosis in their classes,” said Dr. Manzano. This solidified the commitment to providing Osmosis access to all students.

The Challenge:

Providing students with engaging materials that create a foundation of medical knowledge, while familiarizing them with necessary English medical terminology and USMLE^Ⓡ-style questions.

Anáhuac University’s Medical Program Academic Coordinator, Alfredo Manzano, was searching for evidence-based learning content to prime students' understanding of coursework in their flipped classroom model. Faculty needed reliable, on-demand materials so students could arrive ready for higher-level discussions and clinical problem-based learning assignments.

Beyond coursework, Dr. Manzano considered the program’s international goals. “The number of native English speakers is small,” Dr. Manzano explained. Anáhuac University needed a way to expose students to English medical terminology and USMLE^Ⓡ-style assessments. Therefore, the objective was to find resources that helped prepare students for required national and international examinations.

The Result:

Positive outcomes and strong reception by students and faculty led to expanded Osmosis access across other Anáhuac University campuses.

Positive results and feedback came quickly after its introduction and Osmosis became “the platform most promptly accepted and used by students. It has enabled the pursuit of Anáhuac University’s national and international learning objectives,” explained Dr. Manzano. With access to Osmosis’s illustrated videos and assessment materials, students gained confidence when taking their national and international examinations. In addition, students can now self-manage their learning with tools that enable meaningful and active learning. 

Meanwhile, faculty continue to adopt and incorporate the platform into their learning resources for students. “In some courses, Osmosis is actively used by teachers. In others, Osmosis is used to drive self-directed learning. I use Osmosis before class to encourage a flipped classroom environment,” says Dr. Manzano.

After witnessing Osmosis’s success with student adoption and engagement Anáhuac University decided to expand Osmosis access to additional campuses. Since its launch at the Querétaro campuses in 2020, Osmosis is now a teaching and learning resource at three other Anáhuac University campuses: Puebla, Mayab, and México. Expansion was executed with care to ensure newly introduced students and faculty understood the platform and how it could support learning. Dr. Santiago Nansen, Clinical Studies Coordinator at the Mexico campus, helped guide his colleagues through the integration with the Osmosis team. “Faculty buy-in was not at all difficult because of the way Osmosis itself is structured. The great, dynamic, illustrated, and simple content delivered in [all] videos and notes [led to] very good reviews,” says Dr. Nansen. “We [had] amazing support from the Osmosis team…we have worked side by side to create new ways to improve the program for our students.”

Student adoption has been positive as well. For medical student, Ines Marquina, from Anáhuac University’s México campus, Osmosis is a vital part of her studying process. “Osmosis videos have helped me achieve a deeper understanding in most topics. Thanks to its tools such as spaced repetition and flashcards I'm confident [I’m] using my study time more efficiently."