For medical schools
Clinical reasoning infrastructure for medical education
A Socratic teaching attending for every student, and the first longitudinal, checkpoint-level analytics on how each student's and each cohort's clinical reasoning is actually developing.
Step 1 is pass/fail
The score that once validated preclinical education is gone. Clinical reasoning shifted from background skill to the school's central accountable outcome.
CBME demands evidence
LCME expects continuous quality improvement; the AAMC Core EPAs define reasoning competencies explicitly. Yet the struggling student still surfaces on the wards, the most expensive place to find out.
Socratic teaching doesn't scale
Real case-based teaching means a faculty attending across a table from eight students. Faculty time is the scarcest resource in the building.
Cohort diagnostics
"84% identify the dangerous differential; 41% commit to a working diagnosis unaided." Block-level insight no NBME report can give.
Early-warning flags
Rising hint-dependence and thinning reasoning surface the struggling student weeks before an exam does.
EPA-mapped portfolios
Hundreds of observed reasoning episodes per student, mapped to EPAs 1-3, as defensible evidence for competency committees.
Since Step 1 went pass/fail, your school, not a licensing exam, certifies that students can reason clinically. Prosivo gives every student an attending-style Socratic tutor and gives your curriculum committee real-time visibility into how reasoning is developing, student by student, block by block.
The ask: a one-block pilot
One organ-system block, one cohort, cases mapped to your objectives. Pre/post NBME comparison plus a co-authored validity study with your med-ed faculty.