Medical Education

Recent video generation models produce realistic videos and show potential as a foundation for world models. These advances create opportunities for generating medical teaching demonstrations, which requires both convincing visual quality and precise procedural actions. However, whether current generators can meet these requirements has not been measured. To address this problem, we introduce Readiness Evaluation of Medical Education Demonstration sYnthesis (REMEDY), to our knowledge, the first benchmark for AI-generated medical teaching demonstrations. REMEDY provides 900 first frames from real demonstration videos, covering 12 tasks across four scenarios: operating room, imaging, clinic and bedside, and resuscitation. Five contemporary open-source video generation models produce 4,500 videos from these frames. We combine task-specific clinical checklists with video and motion quality metrics. Evaluation covers four dimensions: clinical action following, clinical profiles, video quality, and motion quality. Our results show that realistic appearance and temporal consistency do not ensure correct clinical actions. Even the most advanced MiniMax-H3 achieves only 28.25% on strict clinical success rate, and fine-grained clinical actions remain challenging. These findings establish a foundation and roadmap for developing future medical education world models.

Clinical education must prepare medical students to conduct safe and coherent patient interviews under conditions of uncertainty. Traditional standardized patient (SP) training is resource-intensive and difficult to scale. We developed a scaffolding-oriented multi-agent Large Language Model (LLM) AI Standardized Patient (AI-SP) training platform1. The system includes a patient agent for simulated dialog, a tutor agent providing Socratic prompts without disclosing diagnostic information, and a turn-level evaluator agent that monitors clinical progress without revealing summative scores. In a randomized controlled study (N = 100 medical students), participants were assigned to either a multi-agent (MA) scaffolding condition or a control condition. All students completed two learning sessions under their assigned condition followed by an examination conducted in a patient only environment. Performance was assessed using a standardized Objective Structured Clinical Examination (OSCE) based rubric. While no significant difference was observed in final diagnostic accuracy between groups, the multi-agent AI standardized patient system improved final examination scores compared to the control group utilizing structured progressive information disclosure; the most substantial and consistent improvements were observed in communication, the expression of empathy, and specific history-taking behaviors. These findings suggest that specialized LLM agents enhance the process quality of simulated clinical interviews without artificially inflating examination outcomes. To support future research, we release a multi-expert annotated dataset comprising transcripts, checklist annotations, turn-level evaluations, and OSCE-aligned scoring outcomes. This resource aims to facilitate the development of pedagogically grounded AI-SP systems and advance research on AI-supported clinical reasoning training.

Large Language Models (LLMs) show promise for medical education, but most existing systems focus on localized interactions such as question answering or single-turn feedback, rather than organizing an entire clinical case into a decision-centered learning trajectory. We introduce MedGame, a framework that transforms static clinical cases into structured, executable storytelling games. MedGame uses a dual-engine design: a Medical Narrative Designer synthesizes case-grounded clinical storylines with states and decision nodes, while a Story Director converts them into dependency-aware multimodal orchestration plans rendered by our released interactive platform. We construct MedGame Bench, a 5,000-case benchmark and evaluation protocol for Medical Narrative Generation and Story Direction. Experiments show that task-specific fine-tuning substantially improves open-source LLMs on MedGame Bench and narrows the gap with commercial models. A pilot student study further shows that learners perceive MedGame as more engaging and useful than text-only alternatives.

Access to diverse, well-annotated medical images with interactive learning tools is fundamental for training practitioners in medicine and related fields to improve their diagnostic skills and understanding of anatomical structures. While medical atlases are valuable, they are often impractical due to their size and lack of interactivity, whereas online image search may provide mislabeled or incomplete material. To address this, we propose MIRAGE, a multimodal medical text and image retrieval and generation system that allows users to find and generate clinically relevant images from trustworthy sources by mapping both text and images to a shared latent space, enabling semantically meaningful queries. The system is based on a fine-tuned medical version of CLIP (MedICaT-ROCO), trained with the ROCO dataset, obtained from PubMed Central. MIRAGE allows users to give prompts to retrieve images, generate synthetic ones through a medical diffusion model (Prompt2MedImage) and receive enriched descriptions from a large language model (Dolly-v2-3b). It also supports a dual search option, enabling the visual comparison of different medical conditions. A key advantage of the system is that it relies entirely on publicly available pretrained models, ensuring reproducibility and accessibility. Our goal is to provide a free, transparent and easy-to-use didactic tool for medical students, especially those without programming skills. The system features an interface that enables interactive and personalized visual learning through medical image retrieval and generation. The system is accessible to medical students worldwide without requiring local computational resources or technical expertise, and is currently deployed on Kaggle: http://www-vpu.eps.uam.es/mirage

This study presents a systematic approach to identifying and characterizing student misconceptions in online learning environments through a novel combination of quantitative performance analysis and large language model (LLM) assessment. We analyzed data from 9 course periods across 5 online biomedical science courses, encompassing 3,802 medical student enrollments. Using data from 40-50 topic-focused quizzes per course, we developed a two-stage methodology. First, we identified challenging central topics using quiz-level performance metrics. Second, we employed LLMs to characterize the underlying misconceptions in these high-priority areas. By examining student performance on first attempts across primarily multiple-choice questions (MCQs), we identified consistently challenging topics that were also central to course objectives. We then leveraged recent advances in generative AI to analyze three distinct data sources in combination: quiz question content, student response patterns, and lecture transcripts. This approach revealed actionable insights about student misconceptions that were not apparent from performance data alone. The quality of the LLM-identified misconceptions was rated as excellent by subject matter experts. We also conducted teacher interviews to assess the perceived utility of our topic identification method. Faculty found that data-driven identification of challenging topics was valuable and corroborated their own classroom observations. This methodology provides a scalable approach to characterizing student difficulties in learning environments where quizzes are used. Our findings demonstrate the potential for targeted and potentially personalized interventions in future course iterations, with clear pathways for measuring intervention effectiveness through follow-up quiz performance.

In recent years, progress in medical informatics and machine learning has been accelerated by the availability of openly accessible benchmark datasets. However, patient-level electronic medical record (EMR) data are rarely available for teaching or methodological development due to privacy, governance, and re-identification risks. This has limited reproducibility, transparency, and hands-on training in cardiovascular risk modelling. Here we introduce PRIME-CVD, a parametrically rendered informatics medical environment designed explicitly for medical education. PRIME-CVD comprises two openly accessible synthetic data assets representing a cohort of 50,000 adults undergoing primary prevention for cardiovascular disease. The datasets are generated entirely from a user-specified causal directed acyclic graph parameterised using publicly available Australian population statistics and published epidemiologic effect estimates, rather than from patient-level EMR data or trained generative models. Data Asset 1 provides a clean, analysis-ready cohort suitable for exploratory analysis, stratification, and survival modelling, while Data Asset 2 restructures the same cohort into a relational, EMR-style database with realistic structural and lexical heterogeneity. Together, these assets enable instruction in data cleaning, harmonisation, causal reasoning, and policy-relevant risk modelling without exposing sensitive information. Because all individuals and events are generated de novo, PRIME-CVD preserves realistic subgroup imbalance and risk gradients while ensuring negligible disclosure risk. PRIME-CVD is released under a Creative Commons Attribution 4.0 licence to support reproducible research and scalable medical education.

Orofacial clefts are among the most common congenital craniofacial abnormalities, yet accurate prenatal detection remains challenging due to the scarcity of experienced specialists and the relative rarity of the condition. Early and reliable diagnosis is essential to enable timely clinical intervention and reduce associated morbidity. Here we show that an artificial intelligence system, trained on over 45,139 ultrasound images from 9,215 fetuses across 22 hospitals, can diagnose fetal orofacial clefts with sensitivity and specificity exceeding 93% and 95% respectively, matching the performance of senior radiologists and substantially outperforming junior radiologists. When used as a medical copilot, the system raises junior radiologists' sensitivity by more than 6%. Beyond direct diagnostic assistance, the system also accelerates the development of clinical expertise. A pilot study involving 24 radiologists and trainees demonstrated that the model can improve the expertise development for rare conditions. This dual-purpose approach offers a scalable solution for improving both diagnostic accuracy and specialist training in settings where experienced radiologists are scarce.

The inability of Large Language Models (LLMs) to modulate their personality expression in response to evolving dialogue dynamics hinders their performance in complex, interactive contexts. We propose a model-agnostic framework for dynamic personality simulation that employs state machines to represent latent personality states, where transition probabilities are dynamically adapted to the conversational context. Part of our architecture is a modular pipeline for continuous personality scoring that evaluates dialogues along latent axes while remaining agnostic to the specific personality models, their dimensions, transition mechanisms, or LLMs used. These scores function as dynamic state variables that systematically reconfigure the system prompt, steering behavioral alignment throughout the interaction.We evaluate this framework by operationalizing the Interpersonal Circumplex (IPC) in a medical education setting. Results demonstrate that the system successfully adapts its personality state to user inputs, but also influences user behavior, thereby facilitating de-escalation training. Notably, the scoring pipeline maintains comparable precision even when utilizing lightweight, fine-tuned classifiers instead of large-scale LLMs. This work demonstrates the feasibility of modular, personality-adaptive architectures for education, customer support, and broader human-computer interaction.