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Medical students testimonials
  • "It was good, helped to look at diagnostic uncertainty rather than just facts. Reflected real life more than MCQs, for example." University of Birmingham (UK).
  • "It’s a great resource to practice decision-making" La Salle University (Mexico).
  • "Medicine is a profession linked to experience, and that is what Practicum Script provides." Francisco de Vitoria University (Spain).
  • "I enjoy the case-oriented approach which helps me develop my clinical skills better than quizzes or practice questions, as they require integration of concepts from different topics. I also like that the cases are relatively routine and realistic. The focus on ambiguity in the cases can be a strength because the investigation result given is truly contentious and its discussion allows for exploration of many concepts and clinical principles, which massively increases the learning yield for the learner." Lee Kong Chian Medical School (Singapore).
  • "The cases were very interesting, and I very much liked the way in which Practicum Script gamifies clinical reasoning and case solving." University of Ghent (Belgium).
  • "Excellent, very keen to see how the artificial intelligence component of this works." Oxford Medical School (UK).
  • "It encourages you to think like a doctor and learn to prioritize your investigations based on the most likely differential diagnoses. I am hoping that more cases from Practicum Script are made in the future." University of Alabama at Birmingham (US).
  • "Very good cases and scenarios to go beyond typical book presentations." La Salle University (Mexico).
  • "The program is very good and very practical to applied acquired knowledge." University of Salvador (Argentina).
  • "Very relevant to helps students think in a systematic way." University of Chile (Chile).
  • "I found it very helpful - the emphasis on differentials and investigations helps to prepare for foundation years. I would recommend to other students." Medical University of Lodz (Poland).
  • "I liked it but there was no information on the actual diagnosis or end-point of the cases, so you cannot attribute any learning points to a specific clinical diagnosis." David Tvildiani Medical University (Georgia).
  • "It's great, would recommend." University of Exeter (UK).
  • "It was interesting and helped me develop my lateral thinking, yet I think it's not helpful for learning but more like consolidation." Ghent University (Belgium).
  • "I'd recommend to other students - very useful to consolidate learning." Imperial College London (UK).
  • "I like that you get instant feedback and that you can see doctors’ rationales for decision making. Very useful." University of Algarve (Portugal).
  • "Useful, just a lot of information." David Tvildiani Medical University (Georgia).
  • "Useful for developing differential diagnoses and thinking about diagnostic process." University of Exeter (UK).
  • "Very useful in clinical reasoning and forming a differential diagnosis and plan." University of Zaragoza (Spain).
  • "I personally did not enjoy the structure/style of the questions. However, the explanations were incredibly helpful." University of Birmingham (UK).
  • "Useful to work through differentials." Imperial College London (UK).
  • "I liked this resource the most. I would recommend it." Oxford Medical School (UK).
  • "Very very useful, I hope we continue to receive access to it via the university, possibly the best clinical resource I have seen." Ghent University (Belgium).
  • "I found this really helpful as it encourages you to think like a doctor and learn to prioritise your investigations based on the most likely differential diagnoses. I am hoping that more cases from Practicum Script are made in the future." Francisco de Vitoria University (Spain).
  • "I really enjoyed using Practicum Script and would like to use that or something similar more often." Ghent University (Belgium).
  • "Very useful, would be good to have more opportunity to work through reasoning than is given, thought it was useful to see the range of answers by others." University of Birmingham (UK).
  • "The concept is really good. I think it's a good learning resource but probably won't help you prepare for medschool exams so probably wouldn't recommend on that basis." University of Exeter (UK).
  • "Cased based learning is always appreciated, but I wish there was a 'final answer' to the cases on practicum script. The cases feel incomplete." University of Chile (Chile).
  • "I really liked PS, it makes you think and engage - you cannot just zombie through it. I have recommended it to other students." Imperial College London (UK).
  • "Found it very difficult to use." University of Exeter (UK).
  • "Very good cases and scenarios to go beyond typical book presentations." La Salle University (Mexico).
  • "The program is very good and very practical to applied acquired knowledge." University of Salvador (Argentina).
  • "It is great for opening mind to differential diagnoses and learning from mistakes without risk." University of Salvador (Argentina).
  • "It was ok, I found that there were so many differentials and varied opinions it was sometimes difficult to know if you had selected the right answer. The patients seemed to present with every sign and symptom, the cases were very broad and it felt at times they were trying to include things for the sake of it rather than it was because it was realistic." Ghent University (Belgium).
  • "The cases were a nice and interesting change to the way we normally learn. it was interesting to see the variety of answers you get when you ask the same question to different doctors; I think it reflects the reality very well. Overall: an interesting and fun way to learn, good job!!" Oxford Medical School (UK).
  • "It was good, helped to look at diagnostic uncertainty rather than just facts. Reflected real life more than MCQs for example." Imperial College London (UK).
  • "Very useful. I would recommend. Helped me to formulate diagnoses and investigations. Learned a lot. " University of Salvador (Argentina).
  • "It was helpful and I would recommend." Catholic University of Murcia (Spain).
  • "Really good. please can we have more?" Cardenal Herrera University of Valencia (Spain).
  • "I really liked the exercise. You can do it at any free moment." European University of Madrid (Spain).
  • "Sometimes diagnoses or investigations although very similar but slightly differently named were not automatically accepted, but when the board reviews an answer, they say why it was NOT accepted, so we can learn from our mistakes." La Salle University (Mexico).
  • "Sometimes, the cases were a bit too complicated." Ghent University (Belgium)
  • "Give a definitive diagnosis at the end of a case." La Salle University (Mexico).
  • "I think answers shouldn't always be considered based on the decision of expert, as we all know medicine is broad and wide field. So, I think provision should be made where other answers or assessments given be students will be looked and considered as well." University of Chile (Chile)
  • "My biggest frustration is eventually not knowing exactly what the patient's diagnosis was. For me it didn't go far enough, I would've liked to have differential diagnosis, tests and treatment options in all cases." University of Exeter (UK).
  • "How about adding some "key take aways" from each case? And maybe some spaced repetition, I don't think it's enough to go just once through every case." Ghent University (Belgium)./span>
  • "It’s a great option to practice the medical decision." European University of Madrid (Spain).
  • "Everything was fine and helpful." International University of Catalonia (Spain).
  • "Add short-videos to explain important topics in the "reading on medical topics" section." University of Birmingham (UK).
  • "It was a great experience." University of Zaragoza (Spain).
  • "I think it is great! It improves the skills to think and formulate differential diagnoses." Catholic University of Argentina (Argentina).
  • "It would be nice to have 1 case that could include: tests, diagnosis and treatment. It would be very complete and realistic." University of Chile (Chile).
  • "I think it's a very good tool to put into practice everything we've studied before going out into real life." Lee Kong Chian Medical School (Singapore).
  • "I am a student from Universitat Internacional de Catalunya. I found the programme excellent. Also, the fact that options comes as likelihood as opposed to right or wrong. A fantastic learning tool." International University of Catalonia (Spain).
  • "Questions on how to handle the diagnosis. For example, what complementary test would you do if you had this information." Ghent University (Belgium).
  • "The course was excellent." International University of Catalonia (Spain).
  • "Include treatment, complementary tests and differential diagnosis in the same case." University of Zaragoza (Spain).
  • "In my opinion the platform is flawless. It was an amazing experience." Imperial College London (UK).
  • "Hello, first I want to thank you for the experience. I hope you will add many more interesting and challenging patient scenarios." Ghent University (Belgium).
  • "I think it is great program but there wasn't an option of deciding the final diagnosis, so I think adding this option is a good idea." University of Algarve (Portugal).
  • "I think it's great platform for undergraduate studies." Imperial College London (UK).
  • "Cases could involve all the steps sequentially. For example, for each case - possible diagnosis, workup, final diagnosis, treatment, follow up." University of Algarve (Portugal).
  • "It was very good and helpful." University of Chile (Chile).
  • "The final outcome of the case, if included I'll make the whole process more complete and the knowledge gained more memorable, I feel." Imperial College London (UK).
  • "It will be better to have ability to add more than 3 hypotheses." Ghent University (Belgium).
  • "Overall, I am very pleased with the program, and I am grateful that I got to participate in it. I would suggest, to have a final diagnosis and explanation after going through the case. thank you once again!" Oxford Medical School (UK).
  • "At this point I'm absolutely satisfied with Practicum Script. Maybe adding e.g. heart sounds would make cases even more complex in a good way." Imperial College London (UK).
  • "A review at the end about the diagnosis, treatment and tests of the case." Cardena Herrera University (Spain).
  • "I think it is great!" International University of Catalonia (Spain).
  • "There is not a confirmed diagnosis for any case scenario, which makes it very difficult to apply the problem solving process to any real outcome. This makes learning, understanding, and remembering the case content very difficult. Would suggest at least a progression in the case to a diagnosis for the sake of tying off loose ends and bringing it to closure." Ghent University (Belgium).
  • "It's a good methodology." University of Chile (Chile).
  • "it was a really greatful experience, thanks." Francisco de Vitoria University (Spain)
  • "I hope you that you will be making more courses with this modality." Imperial College London (UK).
  • "Everything was great!!" David Tvildiani Medical University (Georgia).
  • "Very good cases and scenarios to go beyond typical book presentations." La Salle University (Mexico).
  • "It would be much more gratifying if at least some of the cases lead to one specific reveal/answer/solution/exact diagnosis. In my opinion, more specific result of the thinking and choosing process is more motivating." University of Exeter (UK).
  • "The program is very good and very practical to applied acquired knowledge." University of Salvador (Argentina).
  • "It is great for opening mind to differential diagnoses and learning from mistakes without risk." University of Salvador (Argentina).
  • "It's like being in the hospital and you always have support from tutors." University of Salvador (Argentina).
  • "I am very happy with the program. I think it open your mind in order to make correct differential diagnoses. I hope to make new courses using this format." David Tvildani Medical University (Georgia).
  • "Excellent learning experience. Highly recommended." Francisco de Vitoria University (Spain).
  • "I love this system. I find it an ongoing challenge to address common problems. It helps to think and consider opinions from different specialists on complex cases." Lee Kong Chian Medical School (Singapore).
  • "It is an excellent medical training methodology." European University of Madrid (Spain).
  • "It is an excellent course with different clinical cases, with the convenience of doing at your own place and time. Encourages constant updating." European University of Madrid (Spain).
  • "It is a very dynamic, didactic, real and high-level academic tool to learn for future practice." Francisco de Vitoria University (Spain).
  • "Excellent program. Encourages clinical reasoning, and a careful consideration of complementary test and management options." Catholic University of Argentina (Argentina).
  • "It is an excellent learning method based on clinical cases that motivates to consider diagnostic and treatment alternatives and at the same time provides bibliography that supports decisions." University of Chile (Chile).
  • "I am very happy to had the opportunity to do the Practicum Script Program course; it helped me a lot with my reasoning since there are cases that I haven`t seen in my daily activities. It also helped me to think quicker, and update my knowledge. Thank you very much." Catholic University of Argentina (Argentina).
  • "I really enjoyed it a lot and I kept me very enthusiastic during the training. Very high scientific contents. It was very for my learning." Francisco de Vitoria University (Spain).
  • "Different, interactive and enjoyable training method." European University of Madrid (Spain).
  • "I think it is a very good simulator. Very dynamic to use." European University of Madrid (Spain).
  • "I think it would be good to start using the program earlier (perhaps in 4th or 5th grade) instead of using it only during the final year of the medical school." European University of Madrid (Spain).
  • "After the whole process of discussing and thinking, giving the 'solution'/telling the diagnosis of what exactly was wrong with the patient, so we can evaluate ourselves and see if we were thinking in the right way." University of Exeter (UK).
  • "Highlight the key parts to learn from the case at the end. Highlight the key investigations and management for each case." Ghent University (Belgium).
  • "It would be good to start using the program in lower grades and perhaps to make competition between groups or with other universities." European University of Madrid (Spain).