Faculty who author their own clinical cases

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.
An educator designing a clinical case

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.

See the authoring tool →

A virtual patient being authored
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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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