Frequently Asked Questions

Scope is a free, clinical reasoning training app where medical, DO, PA, and NP students practice medicine through interactive patient cases. It is a place to practice medicine before practicing on patients. Clinical reasoning is trained through short case studies (5-15 minutes); case-based learning that enable the learner to see hundreds of ‘patients’.

Scope is a modern platform built around the principles of apprenticeship. 

For centuries, physicians learned medicine by practicing medicine—immersed in patients and their problems, learning in the flow of work, receiving immediate feedback, filling knowledge gaps as they arose, and encountering important problems repeatedly. Scope brings these principles into modern medical education.

In Scope, learners are immersed in patient problems. They reason through cases, search for the foundational science they need to explain what they encounter, receive immediate feedback, and repeat the process. The learning is driven by the patient and the problem.

Scope is also becoming a global community for medical students, educators, and clinicians. Cases can be authored, adapted, published, and shared through individual and group channels; educators can assemble them into courses; and learners and colleagues can discuss and build upon one another’s work. Think of some of the discovery and sharing of Spotify, the creator channels of YouTube, and the interaction of a professional community—all centered on clinical cases and clinical reasoning.

Scope is an old idea made possible in a new way: apprenticeship, rebuilt with modern technology. Soon, learners will meet Sir William, Scope’s AI tutor, named for Sir William Osler and designed to bring the mentorship of the apprenticeship tradition into the modern era—through questions, guidance, challenge, and conversation.

Questions in question banks are fragments of case studies.

Many USMLE and UKMLA questions begin with a patient presentation and ask you to reason from clinical information toward a diagnosis, mechanism, investigation, or treatment. Question banks are excellent preparation for these exams—but by design, each question gives you only a fragment of the patient’s story.

Scope lets you practice the whole case. You begin with the patient presentation, develop hypotheses, gather information, choose investigations, make a diagnosis, and manage the patient. Along the way, you can dig into the foundational science that explains why the patient presents this way and why your clinical choices make sense.

That distinction matters. Recognizing the right answer is not the same as being able to reason your way to it. Familiarity can feel like knowledge. Scope asks you to retrieve, apply, and connect what you know while solving the patient’s problem.

Use Scope’s knowledge cards as you work through each case. If the science is new to you, start with the videos and images in the foundational science section, then work through the explanatory narratives. Don’t wait until the end of the case to discover what you didn’t understand—the search for understanding is part of the learning.

Then use question banks to test yourself. They are excellent for exam format, timing, retrieval, and identifying remaining weaknesses. Scope and question banks serve different purposes: Scope helps you build and organize the clinical knowledge; question banks challenge you to retrieve and apply it under exam conditions.

A complete case may take longer than a single question-bank item, but the learning has somewhere to live: within the story of a patient, from presentation through diagnosis and treatment. That same organized knowledge can serve you again on Step 1, Step 2 CK, Step 3, shelf exams, during clerkships, and eventually in residency.

Absolutely. They do different jobs—and work well together.

Question banks such as UWorld and AMBOSS are excellent for exam-format practice and retrieval practice. Spaced-repetition tools such as Anki help keep previously learned knowledge accessible in memory.

But if you haven’t yet built a strong understanding of the material, start with Scope. Work through full patient cases to build the schema that connects foundational science, findings, differential diagnosis, testing, diagnosis, and management.

Then use question banks and flashcards to retrieve, reinforce, and test that knowledge.

Scope provides deliberate practice in assembling knowledge to solve an entire patient problem, rather than answering a fragment of one. When you encounter a knowledge gap, Scope also gives you the explanatory science you need in the context where you need it.

There is another important difference: Scope challenges you to seek out the knowledge you need before committing to an answer. Question banks and flashcards typically provide their explanation after you answer. That works extremely well for testing and reinforcing knowledge you already have. When the underlying knowledge is still being built, Scope lets you learn it while actively using it to reason through the patient.

Learn it in context. Practice assembling it. Then retrieve it until it sticks.

PA education moves quickly. Scope gives you a place to turn what you are learning into clinical experience.

Work through complete patient cases—from presentation and differential diagnosis through testing, diagnosis, and treatment. When you encounter something you don’t understand, use Scope’s knowledge resources to fill the gap while you are actively solving the patient’s problem.

During clinical rotations, use Scope alongside your real patient experiences. When your rotations don’t expose you to an important diagnosis or presentation, practice it through Scope case studies instead.

Use Scope to prepare for rotations, end-of-rotation exams, and the PANCE—but more importantly, use it to practice becoming the clinician those assessments are designed to measure.

Scope gives NP students a place to deliberately practice clinical reasoning before—and alongside—caring for real patients.

Work through complete patient cases, develop differential diagnoses, choose investigations, make treatment decisions, and use Scope’s knowledge resources to understand the foundational science behind what you encounter.

During clinical placements, use Scope to reinforce your real patient experiences and fill gaps in your clinical exposure. If you haven’t encountered an important presentation or diagnosis often enough in clinic, practice it in Scope.

Scope helps turn knowledge into clinical judgment through repeated practice with patients and their problems.

Yes—but use Scope differently from a question bank.

Many USMLE and UKMLA questions begin with a patient presentation and ask you to reason from clinical information toward a diagnosis, mechanism, investigation, or treatment. Question banks are excellent preparation for these exams—but by design, each question gives you only a fragment of the patient’s story.

Scope lets you practice the whole case. You begin with the patient presentation, develop hypotheses, gather information, choose investigations, make a diagnosis, and manage the patient. Along the way, you can dig into the foundational science that explains why the patient presents this way and why your clinical choices make sense.

That distinction matters. Recognizing the right answer is not the same as being able to reason your way to it. Familiarity can feel like knowledge. Scope asks you to retrieve, apply, and connect what you know while solving the patient’s problem.

Use Scope’s knowledge cards as you work through each case. If the science is new to you, start with the videos and images in the foundational science section, then work through the explanatory narratives. Don’t wait until the end of the case to discover what you didn’t understand—the search for understanding is part of the learning.

Then use question banks to test yourself. They are excellent for exam format, timing, retrieval, and identifying remaining weaknesses. Scope and question banks serve different purposes: Scope helps you build and organize the clinical knowledge; question banks challenge you to retrieve and apply it under exam conditions.

A complete case may take longer than a single question-bank item, but the learning has somewhere to live: within the story of a patient, from presentation through diagnosis and treatment. That same organized knowledge can serve you again on Step 1, Step 2 CK, Step 3, shelf exams, during clerkships, and eventually in residency.

Yes. Step 2 CK and Level 2 CE are about applying clinical knowledge—and Scope is built for practicing exactly that.

Use Scope alongside your clerkships. With Scope’s student EMR open while you shadow, work through real patient encounters using the same structured clinical reasoning workflow you practice in Scope. When you encounter something you don’t understand or have forgotten, Scope’s knowledge cards help you fill the knowledge gap while the patient and the problem are still in front of you.

But clerkships cannot expose you to everything you need to know. Your clinical experience depends on which patients happen to walk through the door. Use Scope case studies to deliberately practice the important diagnoses and presentations you have not encountered—or have not encountered often enough.

Prepare for your shelf exams the same way. Identify the gaps in your clinical experience, then gain that experience through complete patient cases—from presentation and differential diagnosis through testing, diagnosis, and treatment.

And keep using question banks. They are excellent preparation for the format and demands of Step 2 CK and shelf exams. But question-bank questions necessarily give you only part of a clinical encounter. Scope lets you practice the entire reasoning process that sits behind the question.

Don’t leave your clinical experience to chance. If you haven’t seen it in clinic, practice it in Scope.

Community membership is free for the educational edition of Scope, including the student EMR, all the case studies, and the knowledge resources. Our AI tutor, named Sir William (Osler), will require a subscription beyond a set level of use each month. 

No. Scope is free for students and educators, and your school does not need to purchase a license or negotiate an institutional contract.

But we hope schools will do more than simply add Scope to a list of available resources.

Scope becomes much more powerful when faculty actively use it with their students. Professors can create channels for their classes, organize cases around what they are teaching, assign cases for deliberate practice, and use Doctor! to work through cases together in the classroom. Clinical preceptors can direct students to cases that fill gaps in the patients and diagnoses they happen to encounter on rotation.

There is nothing to purchase—but there is an opportunity to participate.

If your school wants students to develop clinical reasoning through deliberate practice, we would love to help your faculty make Scope part of how they learn. Reach out us and we will happily offer free training:

David.Loney@scope.education or direct message David Loney through Scope’s messaging system. 

Clinical reasoning is the process of using your medical knowledge to understand a patient’s problem and decide what to do next.

It begins when a patient presents with a problem. You develop diagnostic hypotheses and build a differential diagnosis, then gather history and examination findings to test those hypotheses. You select investigations, interpret the results, refine your differential, arrive at a diagnosis, and decide how to manage the patient.

Knowing the medicine is essential—but knowing is not the same as reasoning. Clinical reasoning develops by repeatedly using your knowledge to solve patient problems, especially when you are uncertain about the answer.

That is why Scope is built around case-based clinical reasoning practice. Instead of reading a completed case or choosing an answer after the important information has already been gathered for you, you work through the entire patient problem yourself. You decide what you need to know, what might be wrong, what to investigate, and what to do next.

When you discover a gap in your knowledge, Scope helps you fill it in the context of the patient and then immediately put that knowledge to work.

Clinical reasoning is learned by reasoning. The way to get better at it is to practice medicine.

Deliberate practice is not simply doing something over and over. It is purposeful practice designed to make you better.

Think about learning a musical instrument. Playing the same piece from beginning to end every day is practice. Deliberate practice means working at the edge of your ability: attempting something difficult, discovering where you struggle, getting immediate feedback, filling the gaps in your knowledge or technique, and trying again.

Medicine is no different.

To develop clinical reasoning, you need repeated opportunities to solve patient problems yourself. You need to form hypotheses, decide what information matters, choose tests, interpret findings, make decisions, and sometimes get things wrong. Most importantly, you need feedback and the opportunity to correct your thinking while you are still engaged with the problem.

Scope is built as a deliberate practice environment for clinical reasoning.

In Scope, you don’t simply read a case and then answer a question about it. You work through the patient’s problem. When you reach the edge of your knowledge, Scope’s knowledge cards let you search for the foundational science and clinical knowledge you need. You then return to the problem, make a decision, commit to an answer, and receive immediate, pointed feedback.

Then you do it again with another patient.

Over time, you encounter the same presentations, diagnoses, findings, tests, and treatments in different contexts. What was initially difficult becomes easier. Patterns begin to emerge. Knowledge that once had to be searched for becomes knowledge you can retrieve and use.

That is deliberate practice: struggle, feedback, correction, and repetition—with the difficulty increasing as your ability grows.

Real patients provide the most meaningful clinical experience, but clinical exposure is unpredictable. You cannot choose which patients walk through the door or guarantee that you will encounter an important problem often enough to master it. Scope gives you a rehearsal space where those experiences can be deliberately chosen and repeated.

You cannot learn clinical reasoning simply by watching someone else reason. Like mathematics, music, or any other skilled performance, you develop it by doing the work yourself. Scope gives you a place to practice.

Active learning gets the learner involved. Deliberate practice is designed to make the learner better.

Active learning asks students to do something cognitively demanding rather than simply receive information. Discussing a case, answering questions in class, working in a group, or solving a problem can all be active learning.

Deliberate practice goes further.

The learner works on a defined skill at an appropriate level of difficulty, struggles at the edge of their ability, identifies gaps or errors, receives immediate feedback, corrects their thinking, and tries again. The process is repeated until something that was difficult becomes easier and more reliable.

A classroom case discussion, for example, may be excellent active learning. But if one student does most of the reasoning while everyone else listens, the others are still largely observing the performance.

In Scope, every learner has to do the reasoning. Students work through patient problems themselves: forming hypotheses, searching for explanations when they reach the limits of their knowledge, choosing tests, making clinical decisions, committing to answers, and receiving immediate feedback.

Then they encounter new cases and do it again.

Over time, important presentations, diagnoses, findings, tests, and treatments recur in different contexts. Learners retrieve and apply what they know repeatedly, discover what they don’t know, correct their thinking, and build increasingly sophisticated clinical reasoning.

Active learning asks students to participate in learning. Deliberate practice asks them to repeatedly perform the skill they are trying to master.

For clinical reasoning, that skill is solving patients’ problems. Scope gives learners a place to practice it.

Signing up for Scope is easy. Simply login via: app.scope.education. Begin to build your profile to tell others who you are. We do not sell or give your personal information to anyone. Note, Scope is built for a desktop or tablet environment, it does not work on a phone.

Scope is a community for students of medicine and their educators: MD, DO, PA, NP, PGY-1. Premed students are welcome to complete the courses as well. 

The second-fastest way to learn medicine is to solve clinical problems in short case studies. Scope’s micro-learning case studies let you practice clinical reasoning in focused, 5–15 minute sessions—anytime, anywhere.

The fastest way to learn medicine is with real patients. Bring Scope with you when you shadow your preceptors. With Scope open on your tablet or laptop, use its clinical workflow and knowledge resources to reason through the patients you encounter and fill knowledge gaps as they arise.

Then, build your patient presentation in Scope. Work through the patient using Scope’s structured clinical workflow, and Scope turns the information you enter into a structured medical note—helping you learn clinical reasoning and clinical documentation at the same time.

And if you want to take your learning one step further, turn your clinical experiences into Scope case studies. Creating a case requires you to retrieve, organize, explain, and apply what you have learned—some of the highest levels of Bloom’s taxonomy. By the time you can teach the case to someone else, you have made the knowledge your own.

Absolutely, and you should. Scope helps you understand workflows, fills knowledge gaps, and teaches you how to write your patient presentation for your preceptors. 

This educational version of Scope is not meant to be used as a clinic’s EMR, it is for students and educators only. Scope does not store your encounter notes, they only exist on your computer, and they will disappear when you close the browser. We, at EMRLD, cannot access your encounter notes. HOWEVER, NEVER STORE ANY PATIENT IDENTIFYING INFORMATION IN YOUR ENCOUNTER NOTE. And, when you turn a clinical experience into a case study, never use real names or real PHI. As an emerging professional, it is your responsibility to protect your patients’ privacy.  

Definitely. The first two years of medicine have been described as learning an entirely new language. Language is acquired by immersion, and there is no better way to do this than by beginning to simulate real patient care. Absolutely everything you learn on Scope will be tested and relevant for the rest of your career. And it’s fun. Courses begin easy and build on each other as you level up, so you’ll be fine.

Scope helps you bring clinical reasoning into your teaching—whether you teach the foundational sciences, clinical medicine, or both.

Find the right case for what you are teaching. Search Scope by patient presentation or diagnosis to find case studies that reinforce the concepts your students are learning, then assign them individually or incorporate them into a course.

If you teach the foundational sciences, bring the clinic into the classroom. Use Scope’s cases to place the science you teach in the context of real clinical problems—and develop your own clinical reasoning along the way.

If you are a clinician, bring the science back to the bedside. Scope’s knowledge resources connect diagnoses, symptoms, tests, and treatments to their underlying foundational science, helping you make the why behind clinical medicine explicit for your students.

Turn clinical reasoning into an in-class activity. With Doctor!, Scope’s built-in group game, students work in teams of three or four around a single computer, debating their choices as they compete to solve a clinical case. You become the game-show host while your students do the reasoning.

And when the case you need doesn’t exist, create it. Author your own, adapt a case published by another educator, or coauthor one with ScopeAI in minutes.

Yes. You can author and publish your own case studies on your Scope channel, where students and colleagues around the world can discover and use them.

You can also adapt cases published by other educators, add them to your own channel, and tailor them to your teaching needs. And when you want to create something new, you can coauthor a case with ScopeAI, Scope’s integrated generative AI case writer—in minutes.

Although there are already more than 400 case studies in Scope, we are just getting started. New case studies are being published by our team of physicians as well as community members.  

Absolutely—and turning your clinical experiences into case studies may be one of the most valuable ways to use Scope.

When you turn a patient encounter into a case, you revisit the clinical reasoning, organize what you learned, and create a lasting study resource. Later, as you prepare for your clinical knowledge (CK) exams, you can return to those experiences by playing through your cases again.

Every Scope member has a personal channel where you can publish cases you have authored and collect favorite cases created by others—think Spotify for case studies.

You can also create group channels with friends and classmates to share your cases and favorites, build collections together, and learn from one another. And because Scope is global, you can discover and exchange cases with students and colleagues around the world.

Yes. Collaboration is a core part of Scope.

Discover cases authored by colleagues around the world, adapt them for your own teaching, and republish your adaptations—with both the original author and the adapting educator receiving credit.

You can also coauthor cases with colleagues, publishing your joint work to your individual channels, a shared group channel, or both.

Create group channels with colleagues at your institution or across institutions to share cases, exchange ideas, and build collections together.

Scope is becoming more than an app. It is becoming a global community where educators create, adapt, share, and improve clinical education together.

1. Create your page/channel by registering at app.scope.education. Don’t skip the instructional videos. You immediately have your own channel (like YouTube for case studies).
2. Search for and add cases to your channel for your students.
3. Send your students an invitation to subscribe to your channel.
4. Your students access their assigned cases from your channel.
5. Monitor each student’s score and progress as channel owner. Also Play cases in class using Scope’s competition feature.

Vanna cards turn your mistakes into personalized retrieval practice.

Whenever you answer a question incorrectly in a Scope case, a Vanna card is automatically created and added to your personal deck.

But Scope doesn’t reduce your mistake to an isolated fact. When you return to the card, you see the patient information and the original question that gave the knowledge meaning. The correct answer appears with its letters hidden, and you uncover it by filling them in—much like solving a Wheel of Fortune puzzle.

Why do this?

Because getting something wrong during practice tells you exactly where more practice may be useful. Vanna cards capture those moments automatically and bring them back later for retrieval.

You don’t have to make a flashcard every time you discover a weakness. Scope makes one for you.

Your mistakes become your study plan.

Use them together. They do different jobs.

Lectures, textbooks, videos, and other educational resources help you acquire knowledge. Anki and flashcards—including Scope’s built-in flashcard creator—help you retrieve and retain important knowledge over time. Question banks are excellent for testing yourself and preparing for the format and demands of examinations.

Scope serves a different purpose: it gives you a place to practice using all that knowledge to solve patients’ problems.

And when that practice exposes something you don’t know, Scope remembers it.

Every time you answer a question incorrectly, Scope automatically creates a Vanna card and adds it to your personal deck. Unlike a traditional flashcard containing an isolated question and answer, a Vanna card preserves the patient, the clinical context, and the question you struggled with. To retrieve the correct answer, you fill in the missing letters—much like solving a puzzle on Wheel of Fortune.

This creates a useful learning cycle: solve → struggle → discover a gap → learn → retrieve → try again. Your mistakes determine what you practice rather than requiring you to decide what should go into your study deck.

Scope’s regular flashcards are there when you want to deliberately create cards of your own. Vanna cards are different: your performance creates them for you.

So keep using the tools that work for you. Learn from your professors, lectures, textbooks, and videos. Use Scope to retrieve, connect, and apply that knowledge while solving complete patient problems. Use Scope flashcards or Anki to reinforce what needs remembering. Use question banks to test yourself under exam conditions.

Learn the knowledge. Practice using it. Let your mistakes show you what needs work. Retrieve it later. Then use it again.

Because some difficulty is necessary for learning.

When learning feels easy, it can create an illusion of mastery. Reading an explanation, recognizing a familiar answer, or watching someone else solve a problem may feel productive—but recognizing someone else’s reasoning is very different from producing the reasoning yourself.

Learning scientists sometimes call the right kind of struggle desirable difficulty: a challenge that requires enough effort to strengthen learning without making the task so difficult that the learner cannot succeed.

Think about mathematics. Watching your teacher solve a problem is much easier than solving it yourself. But it is the struggle to remember the rule, decide what to do next, make mistakes, correct them, and eventually reach the solution that develops the ability to solve the next problem.

Clinical reasoning is no different.

That is why Scope does not immediately give you everything you need to solve a case. You are expected to think, search, develop hypotheses, investigate, and make decisions. When you reach the edge of your knowledge, Scope’s knowledge resources are there to help—but you still have to assemble that knowledge and use it to solve the patient’s problem.

As your ability increases, the cases become more challenging. What once required considerable effort gradually becomes easier, freeing you to tackle more complex problems.

Scope isn’t designed to make learning difficult for the sake of difficulty. It is designed to make learning appropriately difficult—because the struggle is part of the learning.

Because finding what you need to know is part of clinical reasoning.

Real patients don’t arrive with a list of the facts you should remember, the tests you should order, or the diagnoses you should consider. You have to recognize what you know, discover what you don’t know, and decide what information you need next.

Scope recreates that process.

When you encounter a knowledge gap while solving a case, you can search Scope’s knowledge resources for the explanation you need. But instead of receiving that explanation after the problem is over, you find it while the problem is still in front of you—and immediately put it to use.

That timing matters.

The patient gives the knowledge context. The problem gives you a reason to understand it. And using the new knowledge immediately helps connect it to the situation in which you will eventually need to retrieve it.

Scope doesn’t remove the search from learning. The search is part of the learning.

Because completing a case once is not the same as being able to solve that problem when you encounter it again.

The first time through a case, you may need to search for explanations, reconsider your differential, or correct mistakes. When you return to the case later, you have to retrieve that knowledge again. Retrieval itself strengthens learning.

With repetition, reasoning that initially required considerable effort becomes faster and more fluent. You begin to recognize patterns, recall important knowledge without searching for it, and have more mental capacity available for the difficult parts of the problem.

But repetition is most useful when some time has passed. A case can feel easy immediately after you have completed it simply because the information is still fresh. Returning later tells you whether you can actually retrieve and use what you learned.

Don’t repeat a case simply to remember its answers. Repeat it until the reasoning and explanatory science become knowledge you can use.

Because clinical experience does not have to come in hour-long lessons.

Scope cases are designed as focused, 5–15 minute clinical experiences that you can fit between the other demands of your day. A short case can still require you to develop a differential diagnosis, gather information, investigate, diagnose, treat, and understand the science behind what you encounter.

Short cases also make repetition practical. Instead of waiting until you have an hour available to study, you can solve another patient problem whenever you have a few minutes.

Over time, those experiences accumulate. You encounter more patients, more presentations, more diagnoses, and the same important concepts in different clinical contexts.

Expertise isn’t built in a single long study session. It is built through many encounters with problems that require you to retrieve, connect, and use what you know.

Struggle to retrieve what you know. Search for what you don’t.

Trying to remember something before looking it up is valuable. The effort to retrieve knowledge strengthens your ability to retrieve it again later.

But there is little value in struggling indefinitely with knowledge you never learned, have completely forgotten, or do not understand.

When you reach that point in a Scope case, use the knowledge cards. Search for the missing explanation while the patient’s problem is still in front of you, understand it, and immediately put that knowledge to work.

The next time you encounter it, try to retrieve it again before searching. With repeated use, knowledge that once required a search becomes knowledge you carry with you.

The goal isn’t to prove that you already know everything. The goal is to discover what you don’t know, learn it when it matters, and gradually need the resources less.

Because foundational science becomes more useful when it explains something you are trying to understand.

An isolated fact can be difficult to remember because it has little context. Put that same fact inside a patient’s problem and suddenly there is a reason to know it.

Why does this patient have this symptom? Why did this laboratory value change? Why does this disease produce these findings? Why will this treatment work?

Those questions turn foundational science from information to be memorized into an explanation for what is happening to your patient.

Scope lets you dig into anatomy, physiology, pathology, pharmacology, and other foundational sciences while you are actively solving clinical problems. You learn the science at the moment you have a reason to understand and use it.

Over time, those connections help you build an organized understanding of disease rather than a collection of isolated facts.

Don’t leave the foundational science behind when you enter the clinic. Use it to explain the patient in front of you.

A Scope case should challenge you without overwhelming you.

Deliberate practice happens near the edge of your ability. If every decision is obvious, you are probably not stretching your clinical reasoning very much. If you are completely lost at every step, the case may be too difficult to be useful right now.

Scope cases span different levels of difficulty so that you can progress as your knowledge and reasoning develop.

Don’t be discouraged when a case makes you stop, search, reconsider, or change your mind. Those moments expose the boundary between what you already know and what you are ready to learn next.

As you improve, problems that once required significant effort become easier. That is when it is time to move toward greater complexity and uncertainty.

The goal is not to make every case easy. The goal is to make difficult cases gradually become easy.

First, don’t rush past the mistake. It may be the most valuable part of the case.

An incorrect answer tells you that something in your understanding, knowledge, or reasoning needs attention.

Ask yourself why you chose the answer you did. Did you miss an important finding? Was your differential incomplete? Did you misunderstand the underlying science? Did you choose the wrong test? Or did you know the information but fail to apply it correctly?

Then use Scope’s feedback and knowledge cards to investigate the gap. Correct your understanding while the patient and your original reasoning are still fresh in your mind.

Later, encounter the problem again and see whether you can reason through it correctly without relying on what you just read.

The purpose of practice is not to demonstrate that you never make mistakes. It is to discover your mistakes where they are safe, understand them, and become less likely to make them when the stakes are real.

Absolutely not. Real patients provide the richest and most meaningful clinical learning experience. Scope is designed to make that experience more valuable—and to provide experience when the patients you need to see don’t happen to walk through the door.

Clinical exposure is unpredictable. During a rotation, you may see the same problem many times and never encounter another important condition at all. You may also encounter a patient only once when several encounters would be needed to become comfortable with the problem.

Use Scope alongside your clinical experiences. When you see real patients, use Scope’s workflow and knowledge resources to help you reason through what you encounter and fill knowledge gaps as they arise.

Then use Scope cases to rehearse presentations and diagnoses you haven’t encountered—or haven’t encountered often enough.

Real patients provide experience. Scope helps you prepare for it, learn from it, and fill the gaps that experience inevitably leaves behind.

On the sign in page, app.scope.education you will find the link to reset your password. 

If you need technical support, please contact our support team at support@scope.education

Email us directly at support@scope.education

Please help us improve the platform for the community! Send all your thoughts and ideas to support@scope.education or message us directly in Scope: David Loney, cofounder.