Product
Build your own AI virtual patients: why authoring beats closed catalogs
The anchor
The professor who knows every case vs the catalog handed to them
A senior educator has spent fifteen or twenty years building the cases they teach. Their professional value is in the pedagogy of those cases — the exact patient, the exact complication, the exact moment a student should feel stuck. Hand them a closed catalog and you have told them their judgment does not count. It is convenient for a semester and a dead end after it, because your curriculum is not the vendor’s.
What real authoring is
Not surface editing — actual control
Plenty of vendors say "customisable" and mean you can change a name and a lab value. Real authoring means the educator defines the patient, the clinical situation, how the patient behaves, and — crucially — the criteria the encounter is assessed against. The case is theirs: it maps to their competencies, fits their accreditation, and lives in a library they own and grow, not one rented from a catalog.
The educator designs; the AI runs it. That order is the whole difference between a tool and a cage.
The test
Four questions that expose fake “customisable”
- Can I change the assessment criteria, or only the patient’s name and labs? If the rubric is locked, the case is not yours.
- Can I create a case from nothing — my patient, my complication — or only edit the vendor’s?
- Who owns the library when the contract ends? Ask for the export path in writing.
- Who reviews content clinically before students see it? If the answer is “the AI”, the answer is nobody.
Any vendor comfortable with those four questions is selling authoring. Any vendor who reroutes them to a roadmap is selling a catalog with an edit button.
The library effect
Cases compound; catalogs depreciate
The strategic difference shows up in year two. A rented catalog is worth the same the day you leave as the day you arrived — nothing. An authored library compounds: each semester adds cases, each cohort’s results refine the rubrics, and new faculty inherit teaching material their colleagues already proved in class. The cases encode how your institution teaches — which is exactly the asset a competitor cannot buy.
The workflow
From a case in your head to a working patient
The educator describes the patient and the learning goals; the platform turns that into a working virtual patient, ready to test and edit. There is no scripting every branch by hand, and no waiting on a developer. The case you have taught for years becomes a patient your whole cohort can practise with this week — and the assessment criteria you set travel with it. That is also how an institution builds a moat: a library of cases its own faculty created, not content anyone can buy.
For universities & faculties · Free guide
Free: the Education 4.0 Guide
Higher education in the post-ChatGPT era — the methodologies that work and how to use AI as the answer.
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