Early accessIn development

The medical tutor that knows what you actually know.

SST360 is an AI-native medical tutor built on Claude. It reads your syllabus, finds the gap behind each answer, and plans what to study next, then practices it with questions, flashcards, virtual patients, and emergencies.

Get in touch Watch a session

For medical students, MS1 to final year · USMLE-style and school exams · OSCEs

SST360 · Today

New evidence

Wed, Oct 7

Waiting for activity

Student modelAll blocks

Cardiac action potentials

Independent, Oct 4

Demonstrated

Dynamic auscultation

Mechanism missing, Oct 5

Developing

Pressure-volume loops

Needed a hint, Oct 6

Developing

Patient concerns in history taking

0 of 3 independent, Oct 5

Developing

Anaphylaxis recognition and first steps

Last seen Aug 12

Due

Heart failure drugs

Last independent Sep 8

Due

Next up90 of 90 min

TeachPressure-volume loops under load20m

QuestionsDynamic auscultation, 8 items15m

PatientMarcus, 19, fainted at basketball30m

QuestionsHeart failure drugs, 6 items15m

CardsMurmurs and maneuvers, 24 due10m

AnatomyPhysiologyBiochemistryGeneticsHistologyPathologyMicrobiologyImmunologyPharmacologyInternal medicineSurgeryPediatricsObstetrics and gynecologyPsychiatryFamily medicineEmergency medicineEthicsCommunicationPatient safetyEvidence appraisal

How we use AI

Built with Claude.

SST360 is AI-native. The tutor, the plan, and the practice are built on Claude, as one system.

Coming soon

Personal tutor
Teach from the gap in a student’s reasoning, ask a follow-up, and keep every hint on the record so a coached answer stays distinct from an independent one.
Study plan
Turn the syllabus, the calendar, and the learning evidence into what to study next, and change the plan when the evidence changes.
Questions, flashcards, and media
Original USMLE-style questions, flashcards, videos, podcasts, and slides on the same record as the tutor.
Synthetic patients and emergencies
Interviews, OSCE stations, and emergency simulations with a debrief. The cases are synthetic. No real patient records.
Cited teaching
Name the source, the date, and the jurisdiction for guideline-based teaching, and say when the evidence is thin.

The problem

A correct answer can hide a guess.

Students have a syllabus, a question bank, a flashcard deck and a folder of slides. None of them can say what to work on next, or why.

1

student model behind every activity

9

ways to learn and practice, one record

4

evidence states instead of one score

0

real patient records needed

Student model

Your syllabus becomes a map of what you know.

Upload a syllabus and the tutor maps its objectives and their prerequisites. Each question, patient encounter and debrief adds evidence to that map, with its setting, date and level of help.

SST360 · Learning map

Learning mapCardiovascular · Block 4

Demonstrated in this setting0Developing0Due for reassessment0Unassessed0

Drop a syllabus

Waiting for a syllabus

Waiting for objectives

Mapped is not covered

New objectives stay Unassessed until there is evidence about them.

Evidence keeps its context

Each observation records the setting, the date, the help given and how sure the tutor is.

The student corrects the map

Unclear mappings wait for confirmation. Any result can be inspected and challenged.

How it learns you

One loop. Every format feeds it.

A missed question, a patient interview and a simulation debrief all update the same model of you. The next plan follows from it.

01Understand

02Assess

03Plan

04Teach

05Practice

06Reassess

Student model

01 / 06

Understand

Your syllabus, your exam dates, your hours this week, and everything the tutor has already seen you do.

Cardiovascular syllabus.pdf · 18 objectivesBlock exam · Oct 23Step 1 · Spring 202790 min today

01

Understand

Your syllabus, your exam dates, your hours this week, and everything the tutor has already seen you do.

Cardiovascular syllabus.pdf · 18 objectivesBlock exam · Oct 23Step 1 · Spring 202790 min today

02

Assess

A short check finds the next useful step. Areas without evidence stay marked as unassessed.

Cardiac action potentialsSurecorrect

Dynamic auscultationGuessingcorrect

Pressure-volume loopsLeaningincorrect

03

Plan

A plan with a reason for every activity. Move it, swap it or skip it, and it rebalances.

20 minTeachPressure-volume loops under load

15 minQuestionsDynamic auscultation, 8 items

30 minPatientMarcus, 19, fainted at basketball

15 minQuestionsHeart failure drugs, 6 items

10 minCardsMurmurs and maneuvers, 24 due

04

Teach

Explanations start from what you already know and go only as deep as the gap requires.

You named the pattern. The gap is the mechanism. Let's look at what Valsalva does to preload first.

05

Practice

Retrieval, questions, patient encounters and live simulation, chosen for what each one can show.

FlashcardsUSMLE-style questionsVirtual patientOSCE station3D emergency

06

Reassess

An unfamiliar case checks whether the learning transfers. The result updates the model and the plan.

DevelopingDemonstrated in this setting

Daily plan

A plan for today, with a reason for each step.

The tutor builds each session from the syllabus, the evidence and the time the student has. Reorder it, swap an activity or change the time, and the plan rebalances.

SST360 · Today

Wednesday

October 7

Time

Today's session90 of 90 min

6:30
Teach·20 min
Pressure-volume loops under changing load
CV-13Pressure-volume loops
Your Oct 5 answer was correct but guessed. Dynamic auscultation depends on this.
6:50
Questions·15 min
Dynamic auscultation, 8 questions
CV-15Dynamic auscultation
You named the murmur but missed the mechanism on Oct 5.
7:05
Virtual patient·30 minSynthetic
Marcus, 19, fainted playing basketball
CV-16Hypertrophic cardiomyopathyCV-15Dynamic auscultation
Apply the mechanism to an unfamiliar case. Open with the patient's concerns, a gap from Oct 3.
7:35
Questions·15 min
Heart failure drugs, 6 questions
CV-18Heart failure drugs
Your last independent evidence is from Sep 8.
7:50
Cards·10 min
Murmur and maneuver cards, 24 due
CV-09Murmur recognitionCV-15Dynamic auscultation
24 cards are due. 6 came from your Oct 5 gaps.

5 activities · ends 8:00 pm

Block 4 examOct 23

16days

Exam scopetoday 5 of 18

In today's plan

CV-09Murmur recognition
CV-13Pressure-volume loops
CV-15Dynamic auscultation
CV-16Hypertrophic cardiomyopathy
CV-18Heart failure drugs

Personal tutor

It asks before it explains.

The tutor finds the step where your reasoning breaks and teaches from there. Every hint stays on the record, so a coached answer never counts as an independent one.

SST360 · Tutor

Cardiovascular · Block 4

HCM murmur and Valsalva

Coached practiceNo help used

Tutor is writing

Question banks

Question blocks built from your gaps.

Original USMLE-style blocks assembled from your objectives, current gaps and the exam's topic mix. You rate your confidence before you submit, and a lucky guess does not count as evidence.

SST360 · Questions

Block 3 of 4TimedTutor mode

Question 14 of 40

39:12

A 17-year-old boy is brought to the emergency department after he fainted during basketball practice. He regained consciousness within a minute. For 3 months he has had chest tightness and lightheadedness when sprinting. His paternal uncle died suddenly at age 34. Pulse is 68/min and blood pressure is 118/72 mm Hg.

Cardiac examination shows a harsh crescendo-decrescendo systolic murmur heard best at the left lower sternal border. It does not radiate to the carotid arteries. The murmur becomes louder during the strain phase of a Valsalva maneuver. An ECG shows left ventricular hypertrophy with deep, narrow Q waves in the inferior and lateral leads.

Laboratory	Result	Reference
Hemoglobin	15.2 g/dL	13.5-17.5
Sodium	139 mEq/L	136-145
Potassium	4.1 mEq/L	3.5-5.0
Glucose	94 mg/dL	70-100
Troponin I	<0.01 ng/mL	<0.04

Which of the following best explains the change in this patient's murmur during the strain phase?

Confidence

Flashcards

Every card knows why it exists.

Every card links to an objective and its source. A missed question can become a card, and spaced repetition decides when you see it again.

SST360 · Cards

Cardiovascular, Block 4

407 cards · 6 of 24 due

6 left0 reviewed

Space flip1-4 grade

Videos, podcasts, slides

One explanation. Watch it, hear it, or flip through it.

Ask for a topic at your level and in the time you have. Every format comes from the same reviewed explanation, so the medicine stays the same in each one.

SST360 · Library

12:00 · captions

Pressure-volume loopsThe axes

A pressure-volume loop plots left ventricular pressure against volume for one beat.

0:00 / 12:00

T

Watching is not evidence yet. Three loop questions are ready when you finish.

Start practice

Virtual patients and OSCEs

A patient who answers only what you ask.

Each station has an objective, a time limit and a rubric. The debrief quotes your own questions back to you.

SST360 · Patients

Station 2 of 4 · History taking

Chest pain

Coached practiceSynthetic patient

Remaining

8:00

Daniel Okafor, 58

Emergency department · Bay 4

Voice

Station card

Chest pain history

Setting: Emergency department
Patient: Daniel Okafor, 58
Time: 8 minutes
Task: Take a focused history of his chest pain. Summarize it back to him before time ends.

Practice conditions

Hints while you learn. Silence while you are assessed.

Each result keeps the condition it came from. A coached success never counts as independent evidence.

SST360 · Patients

Chest pain historyDaniel Okafor, 58 · Synthetic patientCoached practice

DuringHints on

Does anyone in your family have heart problems?

2:10

Goes quiet for a moment.

My dad had heart trouble, yes.

2:14

Tutor · hint

He went quiet. Ask what he thinks is happening, and what worries him.

Is there anything in particular that's worrying you?

2:31

My dad died of a heart attack. He was fifty-two. I'm fifty-eight.

2:36

AfterAssisted and independent marked apart

Ideas, concerns and expectationsRubric

IdeasNot asked

ConcernsAfter hint

ExpectationsNot asked

2:31"Is there anything in particular that's worrying you?"

You asked about his concerns after my hint. Before the hint you asked none, so this counts as assisted.

You did not ask what he thought was causing the pain, or what he wanted from the visit.

Student modelIdeas, concerns and expectationsDevelopingReassess Oct 9 · unfamiliar case · independent

Oct 3Chest pain station1 of 3, after a hintcoached

Oct 5Chest pain station0 of 3independent

Oct 7Same segment, retry3 of 3, prompt not usedfocused retry

Emergency simulation

Run the resuscitation. The patient responds.

A synthetic patient in a 3D resuscitation bay. Every decision moves the vital signs, and the debrief lines your actions up against them.

Synthetic case

UK guidance · Resuscitation Council UK 2021

Adult anaphylaxis

34-year-old man, wasp sting 15 min ago. Lip swelling, urticaria, wheeze, feels faint.

HR 12878/42SpO2 89RR 28

TeamAlone

YouFree

00:00

Actions

Progress

Evidence by objective. Never a single score.

The progress view shows what the student has demonstrated, under which conditions, what remains unassessed and whether improvement held on cases they had not seen.

SST360 · Progress

Block 4 · as of Oct 7

Cardiovascular

Objectives assessed

14/ 18

Observations

186

Unassessed

4

Due for reassessment

2

Curriculum coverage

MS2 · 6 blocks

Hematology

Block 1

24

Renal

Block 2

21

Pulmonary

Block 3

19

Cardiovascular

Block 4

18

Gastrointestinal

Block 5

22

Endocrine

Block 6

20

Demonstrated in this settingDevelopingDue for reassessmentUnassessed

Dimensions

objectives · obs · 6 wks

Demonstrated in this settingDevelopingDue for reassessmentUnassessed

Evidence by objective

all conditions

CV-01Cardiac action potentials

CV-02Cardiac cycle

CV-03Fetal circulation

CV-04Excitation-contraction coupling

CV-05ECG fundamentals

CV-06Heart sounds and splitting

CV-07Valvular heart disease

CV-08Preload, afterload, contractility

CV-09Murmur recognition

CV-10Antiarrhythmic drugs

CV-11Ischemic heart disease

CV-12Congenital heart disease

CV-13Pressure-volume loops

CV-14Outflow obstruction

CV-15Dynamic auscultation

CV-16Hypertrophic cardiomyopathy

CV-17Heart failure

CV-18Heart failure drugs

Coached onlyNot part of this objective

Recurring gaps

last 3 weeks

Names the murmur, misses the hemodynamic mechanism
Explanation · CV-15 CV-16 CV-07
In today's plan
4× · Oct 6
Closed questions before the patient's ideas, concerns and expectations
Communication · CV-17 CV-11 CV-16
In today's plan
3× · Oct 5
Reads a change in afterload as a change in contractility
Application · CV-08 CV-13
Friday
2× · Oct 3

Independent Coached

Review due

to the Oct 23 exam

Oct 7Oct 15Exam

Today · 24 cards · 2 reassessments

CV-18Heart failure drugssince Sep 8
CV-05ECG fundamentalssince Sep 9

Transfer to unfamiliar cases

independent · new items 7+ days later

Cardiac action potentialsHeld

practiced 4/4new 3/3

Heart failureHeld

practiced 5/5new 5/6

Heart sounds and splittingHeld

practiced 5/5new 4/5

Murmur recognitionHeld

practiced 6/7new 5/6

Pressure-volume loopsDid not hold

practiced 4/5new 1/3

Dynamic auscultationDid not hold

practiced 3/4new 1/3

Ischemic heart diseaseNot tested

practiced 3/4no new items yet

Every year

From first lecture to first shift.

A new semester, a new syllabus or a new rotation changes the plan. It does not erase what the tutor already knows about you.

Year 1

Foundations

Explain a mechanism, find the prerequisite you missed, then use it on a question you have not seen.

This weekPlanned from your evidence

TeachBrachial plexus: roots to terminal branches

Cards32 due · biochemistry and histology

QuestionsGlycolysis regulation, 10 items

Year 2

Integrated clinical

Connect the science to presentations, investigations and management, block by block.

This weekPlanned from your evidence

TeachPreload and outflow obstruction

PatientChest pain history, coached

QuestionsMurmurs and maneuvers, timed

Year 3

Placements

Prepare for the rotation, practice its common encounters, and present cases the way your team expects.

This weekPlanned from your evidence

PatientPediatric fever, parent consultation

PresentCase presentation to a simulated attending

HandoverEvening handover, three patients

Any year

Examinations

School exams, OSCE circuits and USMLE-style blocks, planned from the exam topic mix and your evidence.

This weekPlanned from your evidence

MockFull-length block, independent

OSCE6-station circuit, timed

ReviewCorrect guesses and slow answers

Final year

Supervised practice

Harder combinations of familiar skills: prioritizing, escalating, handing over and knowing your limits.

This weekPlanned from your evidence

SimulationTwo deteriorating patients at once

EscalateCall for senior help, structured

DebriefReplay aligned with patient vitals

Trust

Medicine needs sources. So does your tutor.

Give adrenaline 500 micrograms IM into the anterolateral thigh, and repeat after 5 minutes if there is no improvement. Lie the patient flat with legs raised unless breathing is easier sitting up.

Guideline datedJurisdiction shownConflicts visible

Every explanation cites its source

Question 14 · Hypertrophic cardiomyopathy

Cardiology faculty

Sep 18, 2026

Station · Chest pain history

Emergency medicine faculty

Aug 30, 2026

Scenario · Anaphylaxis

Resuscitation faculty

Under re-review

Reviewed by clinicians, and dated

"We have little evidence about this skill. Let's assess it before changing your plan."

It says when it does not know

Flagged as ambiguous

Not counted toward your evidence while faculty review it.

Flag a bad item, keep your record clean

ExportDelete

Your learning record is yours

SYN

Every patient, history and scan in SST360 is built for teaching and reviewed for consistency. No real patient data is needed or used.

Synthetic patients, never real records

Results are educational evidence under stated conditions. SST360 prepares you for supervised clinical work and helps you learn from it. It does not replace it.

Practice, not a license

Questions

Hard questions, straight answers.

Every question, card, explanation, patient encounter and simulation leaves an observation tied to a learning objective, with its date, its conditions and how much help you had. Each objective sits in one of four states: unassessed, developing, demonstrated in this setting, or due for reassessment. You can open any state and see the observations behind it.

No. It shows what you have demonstrated, where you needed help and what is still unassessed, objective by objective. A single readiness number would hide exactly the gaps you need to see.

Your school first. Upload a syllabus and the tutor maps it to objectives, prerequisites and assessments, and asks you to confirm the mappings it is unsure about. Exam goals such as USMLE Step 1 shape the practice mix and the deadlines on top of that.

No. Questions are original and written in the USMLE style. SST360 is not affiliated with the USMLE, the NBME or the FSMB, and does not use official items or official scoring.

Explanations cite identifiable sources, with dates and jurisdictions for guideline-based material. Clinical and educational faculty review questions, stations, scoring criteria and patient behavior. If you flag an item, it stops counting toward your evidence until it is resolved.

No. Every patient is synthetic, built for teaching and checked for consistency, so the same question gets the same history every time. No real patient records are used.

No. SST360 prepares you for supervised practice and helps you learn from it. Results are educational evidence under stated conditions, not a credential. Physical and tactile skills still need real equipment and supervision.

You. Sharing with a school is off unless you turn it on, and using your sessions to improve the tutor is a separate opt-in. You can export or delete your record at any time.

Know what you have shown.Know what to study next.Practice applying it.

Email us[email protected]

The medical tutor that knows what you actually know.

Built with Claude.

Personal tutor

Study plan

Questions, flashcards, and media

Synthetic patients and emergencies

Cited teaching

A correct answer can hide a guess.

Your syllabus becomes a map of what you know.

One loop. Every format feeds it.

Understand

Understand

Assess

Plan

Teach

Practice

Reassess

A plan for today, with a reason for each step.

It asks before it explains.

Question blocks built from your gaps.

Every card knows why it exists.

One explanation. Watch it, hear it, or flip through it.

A patient who answers only what you ask.

Chest pain history

Hints while you learn. Silence while you are assessed.

Run the resuscitation. The patient responds.

Evidence by objective. Never a single score.

Curriculum coverage

Dimensions

Evidence by objective

Recurring gaps

Review due

Transfer to unfamiliar cases

From first lecture to first shift.

Foundations

Integrated clinical

Placements

Examinations

Supervised practice

Medicine needs sources. So does your tutor.

Every explanation cites its source

Reviewed by clinicians, and dated

It says when it does not know

Flag a bad item, keep your record clean

Your learning record is yours

Synthetic patients, never real records

Practice, not a license

Hard questions, straight answers.

Know what you have shown.Know what to study next.Practice applying it.

The medical tutor that knows what you actually know.

A correct answer can hide a guess.

Your syllabus becomes a map of what you know.

One loop. Every format feeds it.

Understand

Understand

Assess

Plan

Teach

Practice

Reassess

A plan for today, with a reason for each step.

It asks before it explains.

Question blocks built from your gaps.

Every card knows why it exists.

One explanation. Watch it, hear it, or flip through it.

A patient who answers only what you ask.

Chest pain history

Hints while you learn. Silence while you are assessed.

Run the resuscitation. The patient responds.

Evidence by objective. Never a single score.

Curriculum coverage

Dimensions

Evidence by objective

Recurring gaps

Review due

Transfer to unfamiliar cases

From first lecture to first shift.

Foundations

Integrated clinical

Placements