Knowledge informs.
Practice transforms.

The distance between learning and knowing is doing.

“To study the phenomena of disease without books is to sail an uncharted sea, while to study books without patients is not to go to sea at all."

— Sir William Osler

"Expert performance is the result of years of deliberate practice."

— Dr. K. Anders Ericsson

"The student begins with the patient, continues with the patient, and ends his studies with the patient, using books and lectures as tools, as means to an end."

— Sir William Osler

"Professionals who become masters do not just acquire more experience; they practice more deliberately.”

— Dr. K. Anders Ericsson

Level 1 challenge Clinical Reasoning Simulator

Question 1:

“Mr. Smith, a 55yo male, presented to the emergency room with symptoms indicative of aortic dissection. These included an abrupt onset of intense, tearing chest pain that radiated to the back, accompanied by hypotension. Notably, there was a significant difference in blood pressure readings between his right and left arms. Lung auscultation was unremarkable.”

Temp: 37°C BP: 85/52 mmHg HR: 109 bpm RR: 19 SpO2: 98% ECG: Sinus rhythm

In front of your peers, the nurse, the patient, and his wife, your attending asks you what test you are going to order:

Closer Proximity: The ultrasound probe in the esophagus is millimeters away from the descending and ascending aorta.
Higher Frequency: Proximity allows high-frequency transducers that provide sharp spatial resolution.
No Interference: Chest wall fat, rib bones, and lung air do not block or scatter the ultrasound beam.

Master real-world clinical scenarios

Don't just read case studies. You must solve problems to learn how to solve problems.

Curated Case Library

36 essential courses prepared by physicians. After solving just 25 chest pain case studies (2-3 hours) you will be confident.

Authoring Tools

The final step in learning is teaching. We give you the tools to author your own cases and publish them on your own channel for others. Once you've authored a case study, you will never forget the learning. Authoring is for students and professors.

Collaborative Community

Engage in community discussions after completing a case to debate differentials, challenge test choices, debate treatment selection; refine your diagnostic reasoning. Iron sharpens iron. Engagement with your peers and mentors brings emotional salience to your learning, while also bringing you to the edge of understanding, where uncertainty is.

Immersion: the fastest way to learn a language and medicine.

French is not learned from grammar text books. In the same way, foundational science must be employed to be learned.

PATIENT CENTERED LEARNING

Stop Memorizing. Start Reasoning.

Foundational science must be immediately and meaningfully employed to solve a real patient problem, otherwise our efficient brain soon discards it as noise.

THE OLD WAY

Passive Fact Sourcing

Static RecognitionMemorizing facts isolated from clinical context.
Linear Learning Necessary science is drowned out and fades long before it is required in Step Exams and clerkships.
Comfort and EaseReading, highlighting, reviewing, watching lectures…is comfortable, like a favourite chair, while deliberate practice is deliberately discomforting; our limits are pushed and it feels slow, despite being much faster.

THE OUTCOME: Freezing when facing a Step Exam clinical vignette or worse, freezing when your attending physician asks you a question in front of a patient and your peers. You remain a student.

THE

WAY

Active Reasoning

Dive In.
Today is the best time to practice applying the science you learned today, not next semester.
Science Encoded “Memory loves meaning” (D. Willingham). Immediate clinical use brings meaning to the foundational science, making it memorable.
Practice Makes You a Professional
Musicians earn their performance through practice. Athletes train. Such a simple concept that few apply to studying. Training is supposed to push our limits; to make us uncomfortable; to demand strong effort. By solving patient’s problems, employing the science learned today, we encode that knowledge far, far faster, and it will be recalled in the context it was learned in; a patient encounter or a Step Exam clinical vignette.

THE OUTCOME: You are now a professional in training, not a student.

WE ARE

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Case studies

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Physicians contributing case studies

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Hours of clinical simulations

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Over a decade ago, I began searching for online tools that could effectively deliver case-based learning. None truly resonated with me—until I discovered Scope. By nurturing curiosity, the primary driver for doctors to learn broadly and deeply, Scope stands out as an engaging and interactive platform. Unless my instincts about teaching and learning are entirely off, I believe Scope will lead the future of e-learning in medicine within the next 5 to 10 years

Bei Zhang

MD, PhD, MLS (ASCP) CM - The Robert Larner, M.D. College of Medicine at The University of Vermont

Knowledge informs.Practice transforms.