Learning through Osmosis: A collaborative platform for medical education

Haynes, Meagan Campol; Gaglani, Shiv; Wilcox, Mark V.; Mitchell, Terence R.; DeLeon, Valerie B.; Goldberg, Harry R.

doi:10.5339/igmhe.2014.2

Cited by 14 publications

(16 citation statements)

References 14 publications

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“…This misconception of learning could be addressed by presenting students with evidence-based educational research that shows the benefits of active learning over passive learning. Additionally, learning platforms such as Osmosis and SuperMemo, which can help students learn how to self-regulate, could be emphasized more (13,39). These learning platforms incorporate effective study techniques such as spaced repetition test-enhanced learning and interleaved practice.…”

Section: Discussionmentioning

confidence: 99%

Faculty and second-year medical student perceptions of active learning in an integrated curriculum

Tsang

Harris

2016

Advances in Physiology Education

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Patients expect physicians to be lifelong learners who are able to interpret and evaluate diagnostic tests, and most medical schools list the development of lifelong learning in their program objectives. However, lecture is the most often utilized form of teaching in the first two years and is considered passive learning. The current generation of medical students has many characteristics that should support active learning pedagogies. The purpose of this study was to analyze student and faculty perceptions of active learning in an integrated medical curriculum at the second-year mark, where students have been exposed to multiple educational pedagogies. The first hypothesis of the study was that faculty would favor active learning methods. The second hypothesis was that Millennial medical students would favor active learning due to their characteristics. Primary faculty for years 1 and 2 and second-year medical students were recruited for an e-mail survey consisting of 12 questions about active learning and lecture. Students perceived that lecture and passive pedagogies were more effective for learning, whereas faculty felt active and collaborative learning was more effective. Students believed that more content should be covered by lecture than faculty. There were also significant differences in perceptions of what makes a good teacher. Students and faculty both felt that lack of time in the curriculum and preparation time were barriers for faculty. The data suggest that students are not familiar with the process of learning and that more time may be needed to help students develop lifelong learning skills.

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Section: Discussionmentioning

confidence: 99%

Faculty and second-year medical student perceptions of active learning in an integrated curriculum

Tsang

Harris

2016

Advances in Physiology Education

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“…We observed a wide discrepancy in the productivity of invividual contributors (Figure 1). In previous work 7 we had found what we describe as an "80/20 split," whereby 80% of the content contributions were submitted by just 20% of the contributors. The disparity was slightly higher in this initiative, with the top 20% of the contributors responsible In addition to wide variation in productivity, there was nonlinear growth in the pace of contributions.…”

Section: Productivitiy Of the Contributors And Pace Of Workmentioning

confidence: 78%

“…We have previously described our original work in crowdsourcing medical education content, 7 and have since developed a more robust understanding of the process and workflow needed to scale up production of OER for a global audience. Key priorities identified include: (1) setting content development priorities, (2) recruiting content contributors and editors, (3) training contributors to improve and standardize the quality of submissions, (4) reviewing and editing the submitted content, (5) publishing content, and (6) monitoring feedback to facilitate ongoing improvement.…”

Section: Processmentioning

confidence: 99%

“…We recently described Osmosis (www.osmosis.org), a web-and mobile-learning platform that we (MRH, SMG) created to leverage crowdsourcing for improving access to medical education. 7 Initially developed for use at the Johns Hopkins School of Medicine, Osmosis empowers students and teachers to create and curate educational content, such as questions, flashcards, videos, images, and mnemonics. To date, more than 1,000 students have created over 125,000 questions and flashcards within private Osmosis class groups that have been answered in excess of 5 million times.…”

Section: Introductionmentioning

confidence: 99%

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Open Osmosis: Library of Open Educational Resources (OER) for Medical Education

DeFilippis

Jaigirdar²,

Gaglani

et al. 2015

IGHPE

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Many resources currently available for graduate and undergraduate medical education are fragmented, difficult to access, and costly. Osmosis, a web- and mobile-based platform, was developed to create a shared and easily accessible repository of curated clinical educational resources. We have recently launched “Open Osmosis” - a public-facing portal that has become one of the largest databases of Creative Commons-licensed questions, among other open educational resources (OER), for medical education. Initially created for use at the Johns Hopkins School of Medicine, Osmosis spread to recruit and involve medical students, physicians, and clinical content advisors from dozens of countries and hundreds of institutions. These individuals have served various roles, including as question-writers (“Medical Contributors”), content organizers (“Medical Scholars”), and expert reviewers (“Clinical Advisors”). Here we describe our experience developing Open Osmosis as a case study for crowdsourcing medical education content, and to comment on potential future development of this platform.

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“…Games leverage the motivational power of reward schedules, instant feedback, dashboards, and meters to guide a learner along a self-training pathway. 33,47,50,51 Mobile 62 Medical educators may be able to leverage greater student involve-previous generation. 7 In the future, more emphasis will be on creative production of collaborative, multimedia projects.…”

Section: Swift Feedbackmentioning

confidence: 99%