{"id":556,"date":"2026-06-04T20:13:58","date_gmt":"2026-06-04T20:13:58","guid":{"rendered":"https:\/\/facultyhub.elsevier.com\/en\/?p=556"},"modified":"2026-06-23T18:29:38","modified_gmt":"2026-06-23T18:29:38","slug":"university-of-the-pacific-arthur-a-dugoni-school-of-dentistry","status":"publish","type":"post","link":"https:\/\/facultyhub.elsevier.com\/en\/university-of-the-pacific-arthur-a-dugoni-school-of-dentistry","title":{"rendered":"University of the Pacific Arthur A. Dugoni School of Dentistry partners with Osmosis"},"content":{"rendered":"\n

Discover how University of the Pacific Arthur A. Dugoni School of Dentistry leveraged Osmosis to increase learner performance and faculty scholarship.<\/h4>\n\n\n\n
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The Program<\/h2>\n\n\n\n

University of the Pacific (UoP) practices a humanistic model of education. This means that each individual\u2019s dignity and limitless potential for growth is fostered. Supporting this educational mission is Dr. Sinky Zheng, who has been providing faculty development focused on pedagogy. \u201cMost of the projects I have been working on are related to teaching and learning,\u201d says Dr. Meixun Zheng, PhD, Educational Innovation & Assessment Director and Professor of Learning Sciences. Dr. Zheng\u2019s work includes professional development of faculty, focused on pedagogy, which involves training the use of new technologies.<\/p>\n\n\n\n

This focus on faculty development and the integration of educational technology supports UoP\u2019s accelerated dental curriculum, allowing students to complete four academic years of instruction in three calendar years. This program structure creates a learning environment in which the curriculum is densely packed and fast-paced. Dr. Zheng\u2019s work to develop solutions that streamline the teaching and learning process has been invaluable in the program\u2019s success.<\/p>\n\n\n\n

In part, the collaborative and open-access nature of the program is helping to elevate the dental profession as a whole. \u201cWe are open to open educational resources. We always emphasize the importance of collaboration among dental schools,\u201d says Dr. Zheng.<\/p>\n\n\n\n

The Challenge<\/h2>\n\n\n\n

Effectively delivering high volumes of complex content in an engaging, clinically relevant way that prepares students for real-world practice.<\/strong><\/h4>\n\n\n\n

Modern dental accreditation emphasizes the integration and impact of oral health on systematic and overall health of individuals. Now more than ever, it\u2019s important for dental students to have a solid fund of medical knowledge. \u201cThe students have such a large amount of information to master, especially basic science information. Some of the content could be perceived by some of the students to be dry and irrelevant to their practice in dentistry,\u201d shares Dr. Zheng.<\/p>\n\n\n\n

Obtaining traditional student success metrics like test scores or lecture attendance is relatively straightforward. However, dental educators also need deeper, more objective insights into learner engagement and attitudes.<\/p>\n\n\n\n

\u201cStudent learning needs to be more broadly defined rather than only looking at the test scores. But other domains of learning could be more challenging to measure like attitude or behavioral changes,\u201d explains Dr. Zheng.<\/p>\n\n\n\n

The Challenge<\/h2>\n\n\n\n

Leveraging the collaborative power of Osmosis to create engaging, customizable solutions for faculty and students. <\/strong><\/h4>\n\n\n\n

Flipped Classroom Support and Content Supplementation<\/em><\/p>\n\n\n\n

\u201cStudents find Osmosis very helpful. That may have motivated faculty to check it out,\u201d shares Dr. Zheng. \u201cThe first year and the second year focus more on the basic sciences content. [They] use Osmosis most heavily, which is consistent with the structure of our doctoral curriculum.\u201d<\/p>\n\n\n\n

While the extensive Osmosis library includes thousands of immersive videos, case-based questions, flashcards, and high-yield notes on physiology, pathology, pharmacology, clinical sciences, and more, it is designed to support locally-created curricula, not replace it. <\/p>\n\n\n\n

Osmosis usage at UoP supports the flipped classroom model by helping faculty adopt this educational approach with greater ease and effectiveness. \u201cFaculty still do lectures in class, but they might assign Osmosis videos for the students to preview before coming to class and then review after the class. The Osmosis resources are used to supplement learning, not to replace faculty\u2019s role in the classroom. It\u2019s voluntarily used by faculty and it\u2019s partially student-driven.\u201d <\/p>\n\n\n\n

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\"I really appreciate the customer-focused attitude of Osmosis. They are very responsive to clients\u2019 needs.\"<\/h2>\n\n\n\n

Dr. Meixun Zheng, PhD, <\/strong>Educational Innovation & Assessment Director and Professor of Learning Sciences<\/p>\n<\/div>\n<\/div>\n<\/section>\n\n\n\n

Flashcard Use and Collaborative Content Creation<\/em><\/p>\n\n\n\n

One key feature of Osmosis is a favorite among students: flashcards. \u201cThe flashcards feature, especially the flashcard authoring tool where the student can create their own flashcards and share with their classmates, was highlighted by students as one of the most valuable features. The analytics show that students used the flashcards created by their classmates a lot. They found the collaborative feature of flashcard development to be very helpful,\u201d reports Dr. Zheng.<\/p>\n\n\n\n

Providing a platform where students can collaborate and engage in their course material with peers has had a positive impact on their overall engagement in the program, especially during those first two years of study. \u201cProviding students with meaningful technology-enhanced learning experiences is one of the school\u2019s strategic directions,\u201d says Dr. Zheng. \u201cOsmosis helps us to address some of the challenges in teaching and learning. The interactive animation format of the Osmosis videos is very engaging and the explanation by the narrators is very clear.\u201d<\/p>\n\n\n\n

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\u201cOsmosis helps us to address some of the challenges in teaching and learning. The interactive animation format of the Osmosis videos is very engaging and the explanation by the narrators is very clear.\u201d<\/h3>\n<\/section>\n\n\n\n

Co-created Custom Content<\/em><\/p>\n\n\n\n

In an effort to further address content gaps, UoP sought a partnership with Osmosis that would bring their students the best learning experience possible. To help meet this objective, Osmosis provides dedicated support to guide users on how to leverage each feature in the context of their own curriculum. This ensures optimal performance that helps meet each institution\u2019s unique needs.<\/p>\n\n\n\n

Particular to UoP, opportunity arose for the development of customized dental education videos. This resulted in an UoP-Osmosis partnership that is transforming how their students care for patients. <\/p>\n\n\n\n

The 36 jointly-created videos on dental specific topics give faculty \u201cplug-and-play\u201d visual resources that integrate seamlessly with their locally-created materials, meaning less effort for educators and a more enriching experience for their students.<\/p>\n\n\n\n

The Result<\/h2>\n\n\n\n

Increased faculty scholarship, better student performance, and an increase in UoP\u2019s status as a leading dental school through open-access learning materials.<\/h4>\n\n\n\n

\u201cOne of the immediate impacts on our faculty is their scholarship. Our academic deans are very supportive of faculty scholarship of teaching and learning. Developing videos is a type of scholarship because faculty are developing innovative learning resources for students,\u201d explains Dr. Zheng. This translates into opportunities for faculty career advancement, partially stemming from the use of teaching innovations like Osmosis.<\/p>\n\n\n\n

\u201cFaculty can turn teaching innovation into scholarship of teaching learning such as publications. This is also one of the strategies that I\u2019ve been using to encourage faculty to implement teaching innovation. We do have many faculty who have published papers based on their teaching innovation,\u201d says Dr. Zheng.<\/p>\n\n\n\n

In 2020, Dr. Zheng and her colleagues, Dr. Cindy Lyon, Office of Academic Affairs Professor Emeritus, and Dr. Daniel Bender, Assistant Dean of Academic Affairs, partnered with two then Doctor of Dental Surgery (DDS) students, Dr. Kenji O\u2019Brien and Dr. Kyle Cuenin, to conduct a school-wide study with all three of their DDS classes and the two international dental studies classes. The study examined how students used Osmosis resources, such as videos, flashcards, and collaborative workspaces, and how their engagement with these tools correlated with content performance. \u201cWe found that, for first year students, the use of the Osmosis videos and the flashcards for self-assessment has a statistically significant positive correlation with their course grades and midterm and final exam performance in the basic science content areas of nutrition, biochemistry, anatomy and physiology,\u201d reports Dr. Zheng.<\/p>\n\n\n\n

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\u201cWe found that, for first year students, the use of the Osmosis videos and the flashcards for self-assessment has a statistically significant positive correlation with their course grades and midterm and final exam performance in the basic science content areas of nutrition, biochemistry, anatomy and physiology.\u201d<\/h3>\n<\/section>\n\n\n\n

In addition, the Osmosis analytics showed collaboration and sharing amongst students on the platform with \u201cThe majority of the flashcards students answered were the flashcards created by the students themselves. It is wonderful to see students support each other,\u201d says Dr. Zheng. This study helped to highlight the importance of both collaborative learning and teaching innovation, which are some of the driving forces behind the success of the Osmosis platform.<\/p>\n\n\n\n

Dr. Zheng notes that the study did not fully explain usage in other learner subgroups like second year students. \u201cThere maybe other learning resources our students have been using in addition to Osmosis. Other factors that might have impacted students\u2019 learning performance need to be further investigated. But, we have some positive preliminary outcomes that we arevery excited about,\u201d explains Dr. Zheng.<\/p>\n\n\n\n

In addition, the jointly-created dental education videos are serving UoP\u2019s goals for an open education ecosystem where all dental education institutions can benefit and push the entire field forward. Those videos are available to all Osmosis subscribers as well as being hosted on the Osmosis YouTube channel. Dr. Zheng says, \u201cThe impact extends beyond the dental school at University of the Pacific.\u201d<\/p>\n\n\n\n

A May 2020 Journal of Dental Education paper, co-authored by Dr. Zheng, looked at the pedagogical effects of the UoP-Osmosis, co-created videos. It details promising results for the future of video production in dental education.<\/p>\n\n\n\n

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Embracing video production as a powerful tool in dental education<\/h2>\n\n\n\n

\"A recent survey conducted with 257 students in the dental school demonstrated that 86% of students agreed or strongly agreed the Osmosis resources were helpful for their learning, and 92.2% of students perceived the Osmosis videos as somewhat valuable, valuable or highly valuable for learning.\u201d1<\/p>\n\n\n\n

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Students reported that supplementing locally-created lectures with Osmosis videos led to easier and faster learning, with the ability to speed up or slow down content to learn at their own pace.<\/p>\n\n\n\n

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  1. Morandini AC, Ramos-Junior ES, Zheng M, Desai R. Embracing video production as a powerful tool in dental education. J Dent Educ. 2020;1\u20132. https:\/\/doi.org\/10.1002\/jdd.12246<\/a><\/li>\n<\/ol>\n<\/section>\n\n\n\n

    Student Usage Patterns and Interventions<\/em><\/p>\n\n\n\n

    Furthermore, Dr. Zheng also notes that, \u201cStudents have been using Osmosis heavily as demonstrated in the Osmosis analytics.\u201d These metrics provide quantitative data that demonstrate learner usage patterns and their engagement with the material. This makes situations like student remediation much easier to observe and address.<\/p>\n\n\n\n

    Access to this individualized, granular data helps create an environment where faculty can be proactive educators and help students perform at their best, which was critical during the COVID-19 pandemic. Faculty had to \u201cshift the focus of the learning from a one way street delivery of the content to more interactive discussions among the students in the classroom,\u201d explains Dr. Zheng. With access to Osmosis, faculty had a tool to help them transition and provide quality learning materials to their students without the burden of development. \u201cWe hope faculty will continue to flip their classroom and implement blended learning,\u201d shares Dr. Zheng.<\/p>\n\n\n\n

    Student buy-in on the Osmosis platform appears high. \u201cSome students ask for access to Osmosis after they graduate. A student who graduated last year is now on part-time faculty in our dental school. She asked, \u2018How can I access the platform? I used to have access. Do I have access now as faculty?\u2019 I said, \u2018Sure!\u2019 Another unexpected outcome,\u201d recalls Dr. Zheng.<\/p>\n\n\n\n

    This signals a valuable learning support tool in Osmosis that faculty can use to support student engagement. This promotes a passion for lifelong learning and, ultimately, better patient care.<\/p>\n\n\n\n

    \u201cFaculty\u2019s implementation of innovative resources like Osmosis has contributed to improved student learning,\u201d says Dr. Zheng. \u201cWhen faculty see the benefits of teaching in alternative ways, and pedagogical value of technology integration, they are motivated to integrate them in their teaching to support student learning.\u201d<\/p>\n\n\n\n

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    Learn more about how Osmosis can support you and your students today<\/h2>\n\n\n\n
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    Contact us<\/a><\/div>\n<\/div>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

    Discover how University of the Pacific Arthur A. 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