Create a clinical course in under 2 minutes

Create a clinical course in under 2 minutes

Deploy a clinical course from the editable
InSimu Case Library with some clicks

Save your sweat

Creating a case for your students is a huge task, and there is always a need for new ones for practice and assessment. It’s a never-ending task that is beyond the available time of a medical educator physician.

Assess what matters

Explore the learners’ blind spots to best focus your next teaching session.

Typical and atypical presentations

Let your learners gain see typical and atypical presentations of symptoms: the experience of a decade of practice concised even at the graduate level

Increase patient exposure

Expand your clinical rotations with real patients decision-making of your students event remotely

Deploy a course from the editable
InSimu Case Library with some clicks

How to incorporate InSimu patients
in your teaching?

Standardize your assessment or enhance case-based lectures

Whether your goal is to launch a standardized objective clinical skills assessment or present cases in class, you can find the right course setting option on the Instructor portal.

Team work

Elucidate students' step-by-step decision-making process, allowing for assessing, and advancing this key skill.

Homework

By customizing an infinite number of cases, the measurement of necessary competencies can be assured.

Case presentation

Evaluate student readiness for standardized and internal written or oral examinations, as well as patient simulation-based examinations.

Exam

Identify specialization and diagnostic areas where students are excelling in addition to those where they are struggling.

Effortless course management

Build your own course template from scratch or get started with the ready-to-assign lists

FireShot Capture 425 - InSimu Web Management - app.insimu.com

Performance analytics at your fingertips

Why to
complete training
with InSimu Patients?

1 %

agreed that they had gained experience with more diseases than in real clinical rotations.

 

1 %

of the students agreed that they could practice a larger scale of clinical decision making (e.g., ordering labs, imaging), than in real clinical rotations

1 %

agreed that they had more opportunities to practice on patients than in real clinical rotations

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