Medical Exam Tutor supplements the educational and training content of a teaching hospital, delivering clinical training in a safe, risk free environment. Our self-paced e-learning resource provides a blended learning opportunity for students, tutors and lecturers, providing feedback on individual student and whole class performance.
Clinical learning resource
Medical Exam Tutor improves the quantity and quality of clinical education by aligning teaching and learning methods and assessment to your learning objectives. Students will use our content throughout their studies as a way of developing their clinical skills, as an exam revision tool and as a form of continuous self-assessment.
Technology enhanced learning
Medical Exam Tutor embraces simulation based learning and is suitable for the individual student and both small and large class groups. Our technology can function as both a learning resource and an assessment bank for your medical school and is highly suitable for flipped classroom teaching methods.
The clinical team and founders of Medical Exam Tutor have an in-depth understanding of undergraduate medical education and simulated learning techniques. Together we have over 60 years of clinical and education experience which have shaped the development of our technology.
No IT investment
As a cloud based technology, there is no IT investment or set-up costs associated with Medical Exam Tutor. Each user receives a unique user name and password to login to their personal learning profile.
Continuous content development
Our clinical team and extended network of expert contributors upload new long and short cases on a monthly basis so you can benefit from a constant stream of expert created content.
- University College Cork, Ireland
I tried to do the long cases for each topic before I started the rotation and found it gave me a great overview of the main things you are asked about.
- Perdana University, Malaysia
“The explanation of right and wrong answers really help to understand and memorize much more than just simple good/bad”
- University of Sharjah, United Arab Emirates
“The website was fast and intuitive, the level of cases was challenging and informative. I loved the step by step guidance of how to manage (and importantly, how not to manage) patients.”
- Cardiff University, United Kingdom
“These cases are fun and still very educational.”
- University of Limerick, Ireland
“It helped me understand the order of treating a patient. This system is organized in a way that makes it easy to follow which is very applicable in the real world setting.”
- Poznan University of Medical Sciences
“I just finished all the short cases there and they were terrific! I found them to be on par with questions from NBME exams.”
- University of Dundee, United Kingdom
“It made me realize that jumping to conclusions too quickly is a bad idea. Rather it is better to look at all the evidence and make a conclusive diagnosis based on them.”
- University College Dublin, Ireland
“Very rarely do we get to manage a patient’s treatment entirely and this gives us great exposure to that.”
- Kings College London, United Kingdom
“The decision making process. How to approach the problem at every step and with incredible detail. For example, heart failure patient: elevate head of bed, start O2, weigh the patient. These details get lost in rotations. And are just as important as understanding disease progression for example.”