AI for medical students

You're an examiner at the final exam in [internal medicine]. Give me a made-up case of a patient with [chest pain] for a [5th]-year student.
- At the start, tell me only the age, sex and main complaint.
- Reveal the history, findings and results only when I ask or request a test. If I request a test that makes no sense in this situation, tell me why.
- When I give my diagnosis, assess my approach: what I did well, what I missed and which other diagnoses I should have considered.
This is an exercise, not a real case. If you're not sure about a recommended procedure, say so and tell me where to check it.

I'm learning the differential diagnosis of [shortness of breath in an adult].
Give me an overview as a table: diagnosis, typical symptoms and findings, how it differs from the others, the first test that confirms or rules it out.
Put the conditions that must not be missed at the top, even if they're rarer. The common ones go below.
Under the table, write 3 things that are easy to forget in an exam.
This is for learning. For every detail you're not sure about, write "check".

I want to learn to read [arterial blood gases / a full blood count / an ECG] systematically.
1. Explain the reading method step by step. For each step, say what you look at and why.
2. Then give me 3 practice examples with made-up values, from easy to harder. Don't reveal the answer.
3. When I write my interpretation, correct me and show me which step I got wrong.
Give reference ranges with a note that they differ between labs and the ones from my faculty apply.

<notes>
[paste your notes or the course notes on a drug class]
</notes>

Turn these notes into revision flashcards on [beta blockers].
- One card = one question and a short answer. Ask about the mechanism of action, indications, main side effects, contraindications and important interactions.
- Format: question;answer on each line, so I can import it into Anki.
Work only from my notes. If something important is missing from them, don't make it up; at the end, list what I should add from the textbook or the SmPC.

<materials>
[paste your notes on the classes you want to compare]
</materials>

Compare [ACE inhibitors, ARBs and calcium channel blockers] in a table: mechanism, main indications, typical side effects, contraindications and what to watch out for in older patients.
Under the table, write the 3 questions examiners most often use to test the differences between the classes, with the answers.
Work from the materials. Mark anything that isn't in them and you add yourself as [added by AI], so I can check it.

I need to memorise [the cranial nerves and their functions / the branches of the aorta / the Glasgow Coma Scale].
1. First list the facts I need to memorise, in the order they come. I'll check them in the textbook.
2. Then come up with 3 different memory aids: a sentence made from the first letters, a short story or image, and a way to split them into groups.
3. Finally, quiz me: 5 questions, one at a time.
The memory aid must fit the facts from step 1. If the sentence doesn't work out, say so and come up with another one.

Play a patient at a [GP's surgery]. You've come because of [abdominal pain]. Choose the diagnosis yourself and don't reveal it.
- Answer like an ordinary person, not like a textbook. Don't use medical terms, and when I use them, ask what they mean.
- Tell me only what I ask about. Reveal something important only when I ask a good question.
- Be a little nervous and go off topic once.
When I write END, step out of the role and assess me: open and closed questions, what I forgot to ask, whether I summarised what I heard, and whether I spoke clearly. Then reveal the diagnosis.

I'm practising breaking bad news. Play [a 58-year-old woman I'm about to tell the result of her biopsy: a malignant tumour]. React like a real person: shock, questions, silence or anger.
I'll lead the conversation. When I write END, step out of the role and assess me using the SPIKES protocol: setting, the patient's perception, how much she wants to know, giving the knowledge, responding to emotions, strategy and summary.
For each step, write one specific sentence I could have said better.

<topics>
[paste the list of final exam questions or your notes on the topic]
</topics>

You're an examiner at the final exam in [surgery]. Pick one question from the topics and examine me as in a real exam:
- First let me talk about the question. Then follow up like an examiner: a clinical situation ("A patient is brought in who…"), differential diagnosis, next steps.
- After the exam, grade me on the scale [A–F] and tell me what would sink me in a real exam.
Stay within the topics. Where procedures differ between hospitals, say so.

<study>
[paste the text of the study or upload the PDF]
</study>

I'm preparing for journal club. Go through this study with me:
1. The study question in PICO format (patients, intervention, comparison, outcome).
2. The study type and what it means for the strength of the evidence.
3. The main result in numbers, as the study reports them (relative and absolute risk, NNT).
4. Weak points: patient selection, blinding, loss to follow-up, conflicts of interest.
5. What it would mean for practice and what it wouldn't.
Work only from the text of the study. If you calculate a number (such as NNT from absolute risks), show the calculation. Don't fill in what isn't in the study; write "not in the study".

In [a week] I start a placement in [internal medicine / surgery / paediatrics]; I'm in year [4].
Tell me:
1. What a student typically does there during the day and what they'll see.
2. 10 things to review before the placement (diagnoses, drugs, procedures), ordered by how often I'll come across them.
3. 5 questions worth asking the doctor so I learn as much as possible.
Keep it general, every hospital is different. I'll check specific procedures and drugs on site.