Alan Gabriel Wiener Deutsch and María Filipe Correia Mendes Da Silva from Universidad de los Andes, Chile.
Programs/courses
Clinical Practice IV (Medicine)
How have you used Clinical Mind AI in your teaching or research?
During the fourth semester, students begin their first experiences in clinical settings, so the course integrates progressive activities aimed at strengthening basic clinical skills. To ensure strong performance, the program includes practical sessions with standardized patients focused on history taking, along with activities designed to train the physical examination and basic procedures. Toward the end of the semester, integrative clinical case sessions are added to assess students’ ability to apply what was covered in the course.
In this context, the use of Clinical Mind AI was planned as part of the course Clinical Practice 4, intended for approximately 130 second-year medical students. The tool was incorporated so that students could independently work through two interactive clinical cases, chest pain and heart failure, progressing step by step through questions focused on history taking and the physical exam, with an emphasis on the clinical findings that decisively guide the construction of the differential diagnosis in each case. This activity was completed prior to the in-person integrative workshop, with the goal of ensuring that all students arrived with a shared baseline.
Subsequently, during the integrative workshop, we jointly analyzed the overall results generated by the platform, reviewing response patterns, correct answers, common mistakes, and conceptual gaps. This made it possible to reinforce key elements of the clinical semiology of chest pain and heart failure, and also served as an academic wrap-up prior to the final exam. Combining self-directed work guided by Clinical Mind AI with an in-person integrative session strengthened the coherence of learning and supported more uniform preparation across the course.
What impact or benefits have you observed for your students or teaching practice?
The observed impact was clearly positive, especially considering that these are students in the early stages of their clinical training. The combination of independent work on the platform and the in-person integrative workshop helped strengthen both diagnostic reasoning and preparation for hands-on activities. Based on the experience and the report data, the following benefits were identified:
Greater prior preparation and leveling of the group: students arrived at the workshop having already worked through key concepts, which raised the level of discussion and made it possible to begin the analysis from a shared baseline.
Better understanding of key clinical syndromes: working through the cases reinforced the identification of relevant signs and symptoms, especially in cardiorespiratory conditions.
Identification of common errors and conceptual gaps: analyzing overall response patterns made it possible to detect recurring mistakes and omitted questions. This helped target feedback toward cardinal symptoms and the steps in diagnostic reasoning where difficulties were greatest.
Greater participation and confidence in clinical discussion: students who typically did not participate engaged actively in the workshop. The platform functioned as a safe practice environment.
More effective feedback aligned with real needs: by observing the cohort’s performance, it was possible to adapt the discussion to the difficulties identified. In addition, the platform’s automated feedback reinforced the clinical reasoning process before the in-person session, improving the quality of teacher–student interaction.
Taken together, these benefits show that incorporating Clinical Mind AI strengthened autonomy, early clinical preparation, and knowledge integration among students who are beginning to face real clinical scenarios.
Anything else you’d like to share about your experience?
The integration of Clinical Mind AI made it possible to standardize the prior experience of more than 100 students, which is especially valuable in large courses where not everyone has access to the same patients on the wards. In addition, it promoted meaningful self-directed learning that was later consolidated in the integrative workshop. We believe this tool strengthens early clinical teaching and supports the development of clinical reasoning skills in students who are still beginning their contact with medical practice.
