MedicomSkills
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For educators

Give every student more clinical practice.
See what they need from you next.

Your students need more opportunities to interview patients, make clinical decisions, explain their reasoning and try again. MedicomSkills gives them those opportunities without you organising a simulated patient, an examiner and a room every time. And while they practise, you get something equally useful: a clear picture of how your class is performing.

More practice for every student Complete clinical encounters, repeated as often as they need — feedback, reflection, another attempt — inside class or at eleven at night.
See what your class actually needs Beyond overall scores: which criteria students consistently meet, partly meet, or miss altogether.
You remain the educator You choose the cases, the activities, the marking rules and the assessment conditions. MedicomSkills supports your curriculum rather than determining it.
Try it with your class See how it works →
Clinical Communication Competencyclass report · this term
26Students
81%Have started
64%Median overall
47%Patient-centred
Where the class loses marks
B7.2 · the patient’s concerns 31%
A2.3 · explored an emotional cue 38%
B6.4 · red-flag screening 56%
B8.1 · summarising back 64%
A1.2 · introduced themselves 94%
An illustration of the class report. Every criterion is named — nothing is a bare score.

From individual practice to a picture of the whole class

Designed by a medical educator, for the questions that actually come up in a course meeting.

Run your class in one place

Create classes, invite students with a join code, assign activities and follow participation and progress without piecing together separate records.

Build the cases students will meet

Write your own clinical blueprints, generate patients from them, and read every one before it goes live. Examination cases sit in a reserved pool that never appears in practice.

See patterns across your cohort

Which criteria your students repeatedly miss, where performance is improving, and where your teaching might focus next. Named or anonymous views, and CSV export for your own analysis.

Create realistic OSCE practice

Timed circuits with stations in sequence and the task revealed on arrival. The clock is the server’s, not the browser’s, so closing a tab does not pause it. Fix the cases when consistency matters, or draw them fresh each sitting.

Set the rules yourself

Decide how performance is marked, whether a near miss earns partial credit, and what happens to an activity a student leaves unfinished. Set per class.

Separate practice from assessment

Rehearsal gives feedback immediately and can be repeated as often as a student wants. An examination allows one sitting, holds feedback until you release it, and any retake is granted by you and recorded.

Built on how people learn

Clinical communication is learned by communicating

Students can read about patient-centred interviewing. They can watch someone else do it. They can memorise frameworks. Eventually they have to sit across from a patient and decide what to say next.

MedicomSkills is built around that moment. A student meets a patient, makes decisions, receives feedback based on what they actually did, reflects on the encounter, and gets another attempt.

Technology makes that cycle available more often. The educational model is unchanged — and it is where MedicomSkills began, rather than being a technology in search of an application.

  • ✓ Practice in encounters that behave like encounters
  • ✓ Feedback tied to evidence from their own transcript
  • ✓ Reflection before the next attempt, not after the course
  • ✓ Repetition without a simulated patient every time

More about the thinking behind it →

Experiencea real encounter
Reflectread the feedback
Conceptualisework out why
Applytry it again

Stop asking only who is struggling.
Start seeing what your class is struggling with.

A score tells you how a student performed. A pattern tells you what to teach.

MedicomSkills brings individual performances together at criterion level, revealing patterns that are difficult to see student by student.

Perhaps your students are taking thorough histories but rarely following an emotional cue. Perhaps red-flag screening is consistently thin. Perhaps one skill improves sharply after a teaching session and another does not move at all.

Which lets the data answer a more useful question than who is behind: what does this class need from me next?

Needs a wordfour groups, four conversations
4Not started
2Gone quiet
3Not getting there
5Climbing
How far each group has got
Has not started 4
Gone quiet 2
Not getting there 3
Struggling, but climbing 5
A student scoring low but improving is kept out of the concern groups. Struggling and improving is not the same as doing the bare minimum.

Built for learning. Honest about what we know.

What the AI decides — and what it does not

It never decides the medicine. Every case begins from a clinical blueprint written and reviewed by a human: the diagnosis, the pertinent findings, the red flags a student should uncover, and the teaching point of the encounter. The generative model builds a patient around that skeleton — a personality, a way of speaking, a reason for coming today — and it cannot change the clinical facts it was given.

Generated cases are then read by a second model from a different provider before a human reviews them, on the reasoning that one model checking another catches careless error well and shared assumption badly. It is a filter, not a clearance: no case is ever approved automatically, and an educator signs off every case before a student meets it.

Built on established medical education practice

None of the approach here was invented for the platform. Every method below is long established in medical education and in use at institutions internationally — what is new is being able to do them without booking a room, a simulated patient and an examiner. You do not have to take our word for any of it: these are standards you can check against what you already know of the field.

  • The objective structured clinical examination. The international standard for assessing clinical skills since the 1970s: short stations, a defined task at each, the same task for every candidate, marked against explicit criteria. Circuits here are built the same way, with a station clock and independent stations.
  • Simulated patients. The established method for teaching and assessing communication, used in medical schools worldwide. The constraint has always been cost and availability — a trained simulated patient cannot be booked at eleven at night by a student wanting a third attempt. MedicomSkills widens access to repeated practice encounters; it is not a substitute for a trained human simulated patient where one is appropriate, and particularly not in summative assessment.
  • Blueprinting. Assessment design maps cases to a published list of what learners must be able to manage, rather than to whatever the writer thought of. Ours are mapped to the General Medical Council’s Medical Licensing Assessment content map, the list of presentations every doctor entering UK practice is expected to recognise.
  • Criterion-referenced marking. Performance is judged against defined criteria that either applied or did not, and were met or were not — not against a curve, and not against a fixed script. A learner who takes a history in their own order is not penalised for the order.
  • Deliberate practice. Repeated attempts at a specific skill with immediate, specific feedback, at a difficulty just beyond current ability. The reason repetition is unlimited here, and why the feedback points at the learner’s own words rather than giving a score.
  • Formative assessment. Feedback whose purpose is to improve performance rather than to certify it. Everything here is designed for the practice that happens before the examination that counts.
  • Consultation frameworks in standard use — eliciting the patient’s ideas, concerns and expectations, and SPIKES for breaking bad news, scored here as six separate criteria rather than offered as advice.

MedicomSkills is independent: not affiliated with or endorsed by any examining body, and no examination material is reproduced here.

MedicomSkills is designed for practice and formative feedback. Its feedback is generated with AI, while the cases themselves are reviewed for clinical accuracy, coherence, and realistic patient behaviour.

We are careful not to claim more than the evidence supports. Mapping our case bank to a national blueprint is a statement about breadth — that the range of presentations is drawn from a recognised standard rather than from whatever came to mind. It is not a claim that our marking matches an examiner's. The feedback has not yet been validated against scores from human examiners, and we do not yet have the data to say that strong performance in MedicomSkills predicts strong performance in a real OSCE.

For now, MedicomSkills is best used as a space for practice, reflection and formative feedback — somewhere students can learn by doing, see where they can improve, and try again.

Give them somewhere to practise.
Give yourself a clearer picture of it.

Create a class, choose what your students will work on, and see what happens when clinical communication training becomes something they do repeatedly rather than something they study.

Try it with your class →