NHS
“Simulation-based techniques and immersive technologies are core ways for training the health and care workforce, alongside traditional educational methods.”
NHS England
Source →
Trusted by UK universities
Practise the patient.Any case. Any time.Your next role.
AI-powered patient simulation that gives every healthcare student the hands-on experience they need to thrive in clinical practice.
Free for UK universities through NHS funding
Already supporting UK university programmes
What we hear
The pressure on clinical training is real.
If you run a clinical programme in the UK, this isn't news to you. You're asked to grow intake every year, but the placement hours haven't grown with it.
Student numbers are increasing, but placement capacity isn't.
Clinical placements are the primary constraint on how many students programmes can admit.
Clinical exposure varies between students.
Learning opportunities vary depending on case mix, availability and supervision.
Consistent training standards are becoming harder to maintain.
Growing numbers put pressure on faculty to assess, supervise and train students.
The solution
A better prepared workforce.More students.Tailored placement capacity.
SimHealth delivers accredited, simulation-based clinical training that counts towards placement hours, so every cohort arrives at placement ready for the cases they'll meet.
For students
Students engage in realistic, virtual patient scenarios.
For educators
Educators retain control over content, assessment, and outcomes.
For programmes
Programmes scale clinical training while maintaining consistent and safe standards across all students.
What students say
“The simulated clinics felt realistic and gave me the confidence to practise my clinical reasoning in a safe space.”
“I genuinely found so much benefit from these four weeks. I'll go into my next placement feeling much more prepared.”
“The realistic case studies allowed me to apply dietetic knowledge in a safe, supportive environment, and the structured feedback helped me grow both professionally and personally.”
“Exactly what I needed to bridge the gap between theory and practice before my placement. I went in more confident and prepared for real-world clinical challenges.”
“A great opportunity to adapt to a real-life scenario, gain confidence in assessing patient cases, and give personalised goals.”
“The placement was a great new experience, demanding yet full of opportunities to practise, apply and build confidence in my dietetic skills.”
“The simulated clinics felt realistic and gave me the confidence to practise my clinical reasoning in a safe space.”
“I genuinely found so much benefit from these four weeks. I'll go into my next placement feeling much more prepared.”
“The realistic case studies allowed me to apply dietetic knowledge in a safe, supportive environment, and the structured feedback helped me grow both professionally and personally.”
“Exactly what I needed to bridge the gap between theory and practice before my placement. I went in more confident and prepared for real-world clinical challenges.”
“A great opportunity to adapt to a real-life scenario, gain confidence in assessing patient cases, and give personalised goals.”
“The placement was a great new experience, demanding yet full of opportunities to practise, apply and build confidence in my dietetic skills.”
What this means in practice
The outcomes you're actually after.
Support larger student numbers without increasing placement demand.
Delivered through simulation with no additional clinical capacity.
Deliver consistent clinical training across all students.
Using structured scenarios and standardised assessment across the programme.
Reduce pressure on faculty while maintaining training standards.
With built-in tracking, feedback, and assessment tools for educators.
How a session works
Inside a SimHealth session.
- 01
Prepare
Students are assigned cases mapped to programme learning outcomes and placement hour requirements, so every session has a clear clinical purpose before it starts.
- 02
Consult
A real conversation with an AI patient who responds naturally, hesitates, and reacts. Students get the communication practice that only comes from a live clinical encounter.
- 03
Document
After each consultation, students write clinical notes exactly as they would on placement, building the documentation habit that regulators and supervisors will assess from day one.
- 04
Feedback
Every session is assessed against a 40-point competency rubric covering empathy, clinical reasoning, communication, and triage, mapped to the standards your professional body already expects.
- 05
Reflect
Students complete structured self-reflection, engage in peer feedback, and build an evidence portfolio of their learning. Every session becomes something they can point to.
Built to standard
Every session maps to HCPC, NMC, GMC, and BDA standards — so the evidence you generate is recognised by the bodies that already assess you.
Two routes in
Place students with us, or place SimHealth in your curriculum.
How most programmes adopt
Most universities adopt both: hosted placements to absorb peak demand, plus a curriculum subscription so students arrive prepared and revisit cases between rotations.
What the regulators say
The evidence behind simulation-based learning.
“Simulation provides standardisation of cases, promotes critical thinking, allows supervision of service-user care, provides immediate feedback, and helps learners assimilate knowledge and experience.”
British Dietetic Association
Source →NMC
“Simulated practice learning is an effective pedagogical approach that can enhance the quality of healthcare education and prepare students for the complexities of clinical practice.”
Nursing & Midwifery Council
Source →GMC
“Medical schools should use simulation training and inter-professional learning to help prepare students for real-life scenarios they’ll encounter in their placement.”
General Medical Council
Source →
“Recognises simulation-based learning as a legitimate component of practice-based learning, with the proportion permitted varying by professional body (e.g. dietetics 30%, nursing 26%).”
Health & Care Professions Council
CSP
“Deliberate practice with immediate debriefing or feedback from educators, peers and standardised patients allows for reflection, change, and improved performance.”
Chartered Society of Physiotherapy
Source →COUNCIL OF DEANS
“Simulated Practice Learning can be structured to meet learning outcomes while alleviating placement bottlenecks, especially when in-person placement slots are saturated.”
Council of Deans of Health
Source →OXFORD
“AI-assisted simulated patients are feasible and well-accepted in medical education, supporting repeated, low-stakes practice of clinical communication and improving learner confidence.”
University of Oxford CTL
Source →NHS
“Simulation-based techniques and immersive technologies are core ways for training the health and care workforce, alongside traditional educational methods.”
NHS England
Source →“Simulation provides standardisation of cases, promotes critical thinking, allows supervision of service-user care, provides immediate feedback, and helps learners assimilate knowledge and experience.”
British Dietetic Association
Source →NMC
“Simulated practice learning is an effective pedagogical approach that can enhance the quality of healthcare education and prepare students for the complexities of clinical practice.”
Nursing & Midwifery Council
Source →GMC
“Medical schools should use simulation training and inter-professional learning to help prepare students for real-life scenarios they’ll encounter in their placement.”
General Medical Council
Source →“Recognises simulation-based learning as a legitimate component of practice-based learning, with the proportion permitted varying by professional body (e.g. dietetics 30%, nursing 26%).”
Health & Care Professions Council
CSP
“Deliberate practice with immediate debriefing or feedback from educators, peers and standardised patients allows for reflection, change, and improved performance.”
Chartered Society of Physiotherapy
Source →COUNCIL OF DEANS
“Simulated Practice Learning can be structured to meet learning outcomes while alleviating placement bottlenecks, especially when in-person placement slots are saturated.”
Council of Deans of Health
Source →OXFORD
“AI-assisted simulated patients are feasible and well-accepted in medical education, supporting repeated, low-stakes practice of clinical communication and improving learner confidence.”
University of Oxford CTL
Source →Get started
Explore our placement solutions.
Join the UK university programmes already using SimHealth to expand placement capacity and lift consistency across every cohort. Free to universities through NHS funding.