Assess what matters: real clinical thinking and skills. | InSimu

Assess what matters: real clinical skills

Assess what matters: real clinical skills

Why to assess skills with InSimu Patients?

Save your time

Evaluate your students automatically

Ensure objectivity

with the standardised InSimu patients


with a due date and time limitation.

Compare your students' performance instantly

Go beyond multiple choice questions and provide your students with a simulated decision making environment.

Explore the learners’ blind spots

To best focus your next teaching session

Select any of the scoring systems

with weighing on things you find important (e.g., H&P, time- and cost-effectiveness) (coming soon)

Simplify your students assessment with InSimu Patients

InSimu Patients supplement clinical experience with additional volume, variety, and data.

Determine Clinical Reasoning Skills

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

Analyze Achievement of Required Competencies

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

Appraise Readiness for Examinations

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

Provide Feedback for Areas of Improvement

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

InSimu scoring system evaluates

  • General Performance
  • Diagnostic accuracy
  • Time
  • Missed tests
  • Unnecessary testing
  • Inadequate reasoning
  • Number of solved patients

Train to reduce the risk of misdiagnoses

In InSimu, The Virtual Patient Platform, we differentiate the following diagnosis categories: 

  • Perfect diagnosis
  • Overspecified diagnosis
  • Nearly good diagnosis
  • Not specific enough
  • Wrong diagnosis
  • Gave up (8)

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

Scroll to Top