News
What is new on the platform, and how it fits into teaching.
The ending a student gets is teaching material
For teachers preparing future ultrasound doctors and endocrinologists for the OSCE counselling station: what each station checks, which ending reveals a point the student missed, and what the debrief cannot judge.
Did the student say their name? The OSCE voice station debrief now quotes the line
For communication-skills teachers: the opening of a consultation can now be discussed from the student's exact words rather than from memory, and the check has blind spots worth knowing before you grade by it.
In CASE-015, the green band no longer runs ahead of the student
For paediatric cardiology teachers: the revised case can structure one projector-led seminar, from visual observation and decision-making to a comparison of routes.
On a desktop, Kamila at the OSCE voice station is no longer a silhouette
For communication-skills teachers and simulation-centre heads: three ways to use the new view in a seminar, and the one thing to check in the classroom before it.
CASE-015 can now download the mother's 3D scene before students enter the history
For teachers who run CASE-015 in a computer class: how to set up the class browsers so the history scene opens in seconds rather than after a long download, and when that will not help.
History-taking in CASE-015 now has a face to talk to
For teachers of history-taking: CASE-015 gives the group a way to compare what students heard, the order of their questions and what it means for the examination, while the existing assessment stays unchanged.
In CASE-015, “the child is healthy” is now an ending of its own
For paediatric cardiology teachers: a run can now be paused for the whole group to see the route so far, with outcomes, score and verdict kept hidden, and students always see which stage they are in and how much time they have spent.
Whether she mentions the blood depends on how she is asked: an OSCE station in the student's own words
For communication-skills teachers and simulation-centre heads: a rehearsal before the first session with a standardised patient that scores how the student behaves, not only what they ask, and a clear view of what it does not cover yet.
A dentistry program you can hand out one topic at a time
For dental school faculty planning seminars: what a group can read before class, which part requires VARGATES hardware, and what to check against the department's own protocol first.
Patching is not always the first step: an amblyopia course built around the cause
For teachers of ophthalmology and paediatrics: a course a group can start before the clinical session, with three lessons open without an account and the course's numbers traced to named guideline editions and evidence sources.
From the yellow spot on the aorta to the lipid profile: one atherosclerosis course across three stages of training
For teachers of pathological anatomy, internal medicine and residency: a shared starting point before specialty teaching, with a module for each discipline and the guideline editions named in the course.
A type 2 diabetes course that puts the Kazakhstan protocol next to ADA 2026
For teachers of internal medicine and endocrinology working with years 3–5 and first-year residents: a ready course that trains students to say which guideline a threshold comes from, with an opening that can be set as reading before the first class.
In CASE-015, the ending now shows on the child's skin
For seminars using CASE-015: a debrief can start from the picture and the students' own decisions, with the score left for last.
The department's e-learning module, inside the course instead of a second system
For methodologists and teachers using SCORM, xAPI or cmi5: VARGATES Medical now keeps a student's place in an uploaded module and includes the reported completion in course progress and the certificate.
The specimen from your department's shelf, on every student's screen
For teachers and methodologists who already have filmed demonstrations or 3D models: that material can now sit inside a course as a lesson that counts toward progress and the certificate.
Three OSCE stations a group can rehearse without an account
For communication-skills teachers and simulation-centre heads preparing students for OSCE: a way to decide which feedback belongs in a digital rehearsal and which requires live observation.
CASE-015: One case, two records
For seminar debriefs: compare the route students took from questions to examination instead of reconstructing it from memory.
See the shock case before your group does
For paediatrics teachers and simulation-centre heads planning an emergencies module: the page shows how Pediatric Assistant combines a branching case, a procedure and tests, so a seminar can be designed before a demo.
What the examination tells the mother: CASE-015 now sends students back to the history
For teachers of paediatrics and paediatric cardiology who run case-based seminars: the tet-spell case can now be started for a whole group without anyone reading the case aloud, debriefed on a map of choices that does not spoil a second attempt, and timed against its stated duration. Its vital-sign wording now follows PALS 2020 age norms.