Challenge One

Providing reliable, appropriately scoped, flipped classroom resources that utilize learning sciences.

UT Tyler sought out engaging and reliable digital resources for pre-work, so faculty could spend more time in class on application-based activities with students. “We do not have a lot of extra doctors running around, so we have to be very mindful of the administrative burden that teaching puts on faculty,” shares Dr. Cooley. “It wasn't the best use of our time to try to reinvent what's already out there.”

Solution

To address UT Tyler’s need for high-quality flipped classroom resources, Osmosis was integrated into the curriculum and assigned to students as pre-work. “We want our faculty available to teach at the highest level. If it's something [students] can read in a book or watch in a video, we want the students to get that on their own, and then bring those higher order questions to class or a clinical scenario,” explains Dr. Cooley.

Result

On-demand, digestible Osmosis videos save faculty valuable time when developing pre-work assignments and enable them to concentrate on application-based activities during class time.  

Osmosis also provides faculty members with a benchmark to assess where a student's knowledge should be, allowing for more effective teaching and learning sessions. “It’s very easy [for faculty] to go down the rabbit hole and get way too deep,” says Dr. Cooley. Osmosis content is leveled for medical students to help faculty keep in scope, supporting targeted and efficient teaching and learning.

Challenge Two

Integrating clinical concepts during pre-clinical years and reinforcing foundational sciences in clinical years. 

At UT Tyler, to improve clinical preparedness and long-term retention, they are focusing on early integration of clinical reasoning and working to reinforce foundational science concepts throughout the clinical years.

Solution

To address this challenge, UT Tyler placed Osmosis foundational sciences and Clinical Sciences videos in each of their self-directed learning pods. “Students have to understand the science behind things, to understand why things are happening in the clinical setting,” explains Dr. Cooley “This is where Osmosis is coming in big time.”

Result

Through Osmosis videos, students can see the explicit link between foundational science concepts and their application in clinical scenarios. Putting this at the forefront has helped the knowledge stay fresh in students' minds and helps them better understand the relevance of foundational knowledge in the clinical setting, promoting a seamless integration of clinical reasoning in the pre-clinical years. This scaffolded understanding also helps students better prepare for the USMLE Step 1 and Step 2 boards they take after their clerkships.

UT Tyler’s focus on integrating clinical skills early through the assignment of Osmosis content, additional resources, and other required hands-on training in clinical settings, has set their students ahead of the curve. “The feedback we're getting is that our students’ clinical reasoning is far beyond what we would expect for new third years, let alone for first years. That's been really impressive,” shares Dr. Cooley.