Residency & Fellowship
Communication that grows with clinical responsibility
Cases progress in clinical responsibility, cognitive load, and emotional intensity across PGY years. Every encounter is mapped to ACGME ICS Milestones 2.0 subcompetencies, ABP Entrustable Professional Activities, and the ICS guideline framework — so communication develops on a deliberate arc rather than by chance.
The arc across training
Increasing complexity, emotional intensity, and leadership demand from intern year through fellowship.
Communicate safely
Discharge counseling, normal results, and safety-netting, using frameworks like teach-back and HEEADSSS. The goal is clear, accurate information delivery.
Adapt under pressure
New diagnoses, parental disagreement, and communicating uncertainty. The learner moves from information delivery to the relational work of a difficult conversation.
Lead and guide
Goals-of-care discussions, ICU escalation, and error disclosure involving harm. Learners lead family meetings and begin coaching juniors.
One platform, one rubric
The same engine and dashboard that serve every other use case.
On-Demand, Not On-Schedule
Voice-based AI patient encounters available 24/7 from any device. No standardized patient to recruit, no sim center to book, no faculty observer required to practice.
Milestone-Aligned Feedback
Every encounter is rubric-scored and mapped to ACGME ICS Milestones 2.0, with feedback that points to the specific behavior to change rather than a vague “be more empathic.”
A Dashboard That Follows the Learner
Longitudinal scores by subcompetency, learner-by-scenario heatmaps, and flags for anyone trending below benchmark — the same dashboard whether you track one learner or an entire cohort.
Private, Judgment-Free Repetition
A low-stakes environment with no real patients and no social judgment gives learners permission to be imperfect while they build the skill — and makes the human feedback that follows land better.
Frequently Asked Questions
How is the curriculum mapped to ACGME milestones and EPAs?
Each scenario is tagged to specific ACGME ICS Milestones 2.0 subcompetencies and, where applicable, to ABP Entrustable Professional Activities. Rubric scores trace back to a milestone or EPA descriptor, so a learner's progress reads in the same language your Clinical Competency Committee already uses.
Does this replace bedside teaching and faculty feedback?
No. The platform creates practice volume and a psychologically safe place to rehearse, so that scarce faculty time goes to coaching rather than facilitation. A faculty mentor watching a learner run a real family meeting is irreplaceable; structured practice makes that feedback land better.
Related Insights
What Programs Lost When Step 2 CS Disappeared, and What Hasn't Replaced It
USMLE Step 2 CS was permanently discontinued in 2021. Five years later, residency programs still have no standardized way to assess communication skills. Milestones 2.0 raised the bar, but gave programs no new tools to meet it.
Breaking Bad News Is a Practice Problem, Not a Knowledge Problem
Residents who score well on written exams still freeze in real conversations. Only 17.6% of residents report formal training in breaking bad news, and the gap isn't knowledge, it's comfort. Communication skills improve through repetition and feedback in realistic scenarios, not lectures.
The Faculty Hour Problem with Communication Remediation, and Why It Doesn't Scale
93% of residency programs face remediation, and communication is the hardest competency to fix. Each case consumes 25-75 faculty hours. Programs build their approach from scratch every time. The math doesn't work.