A step change in training clinical competencies.
High-fidelity digital patients that let students practise clinical skills and demonstrate their competencies. With the lecturer in charge and no extra teaching workload.
The problem
A classmate is not a patient.
Mental Twins doesn't replace placements or teaching staff. It means placements are no longer the first rehearsal.
- Today: Few, costly placementsWith Mental Twins: A consulting room of your own, at any time
- Today: Classmates who break characterWith Mental Twins: A patient who never breaks character
- Today: Every supervisor, their own criteriaWith Mental Twins: The same rubric for everyone
- Today: The first patient, with no rehearsalWith Mental Twins: The first real patient is no longer the first
What we offer
Where clinical competencies are practised, not just studied
The bridge between theory and the real patient. It doesn't replace placements or teaching staff. Designed by clinical psychologists, on a clinical architecture of our own.
- Theory
- Mental Twins
- The real patient
Practice in three areas
Students train the three things a clinician does, within the same activity.
- Interview. A voice and video session with the digital patient.
- Assessment. In the written resolution, the student organises the information into a recognisable clinical picture.
- Intervention. They propose the appropriate intervention and, if the task requires it, apply a technique according to its protocol.
Objective marking
The same rubric for everyone, applied to both the session and the written resolution, with verbatim quotes from the session. Comparable, defensible marks.
The lecturer in charge, with no extra workload
The task editor digitises what teaching staff already do; the system proposes the marking and the lecturer reviews and publishes it.
Clinical architecture
Each patient is built on the psychological and psychopathological mechanisms that explain their case. That's why they behave in a clinically coherent way: they don't recite symptoms, they react to how they are asked. A vague question gets a vague answer; a precise rephrasing opens up new information.
Two dashboards, one platform.
The lecturer's dashboard
Assign cases, see who has practised and what is still to be marked, and compare groups using the same rubric.
The student's session
They enter the room, talk to the digital patient by voice and video, and leave with the session transcribed and marked.
How it works
How it works
What teaching staff prepare before class, and what students find when they log in.
Cases written by your own teaching staff
The case is written by whoever teaches the module: presenting problem, history, defences and how far the patient will open up. The student talks to them by voice, and both the audio and the transcript are saved.
See how a case is createdYour rubric, criterion by criterion
Start from the task's rubric and keep only the criteria you are assessing this year.
View the full rubricMarking backed by quotes from the session, line by line
Every level awarded is backed by verbatim quotes from the session. Nothing is scored without support in the transcript, whether for the lecturer or for a student who queries their mark.
The rubric also marks the written resolution: the student builds the clinical picture and proposes the intervention, and that is marked in the same way as the session.
See a session reportThe lecturer assigns, observes and compares
Each role has its own dashboard. Teaching staff assign cases and rubrics by module, jump into any session at the moment that interests them and see the whole group in a single table. The institution sees progress by cohort.
Marking no longer means watching entire recordings: it means reading the moments the system has already flagged.
- Your own assignments and rubrics for each module
- Cases created by the institution itself, as well as the library
Pilot
Start with a focused pilot
We help you choose a specific activity from your programme and set it up with your teaching team. Your timetable sets the duration, not us.
What we measure
The actual time a lecturer spends on each piece of marking. It's the figure that shows the workload doesn't increase, and we haven't measured it yet.
- Sincrolab has been developing regulated clinical software for ten years.
- Designed by clinical psychologists.
- GDPR compliant, and the data belongs to the institution.
- Nothing to install.
Questions
What teaching teams ask us
Which cases are in the library?
The cases currently published are major depressive episode, prolonged grief, panic with agoraphobia and bulimia nervosa, each with its own history, context and rubric. The library keeps growing, and each institution can also create and configure its own digital patients.
How does it fit into our curriculum?
Teaching staff assign cases and rubrics by module; students practise and complete the task, and the system proposes the marking. It works as a complement to placements and supervision, never as a substitute: the curriculum doesn't change, it gains an activity where competencies are trained and demonstrated.
Who awards the mark?
The system proposes, the lecturer decides. Nothing is published without their approval, and every proposed level comes with the verbatim quotes from the session that support it.
Does it increase teaching workload?
It's designed not to. The task editor digitises what teaching staff already do, and marking becomes reviewing a proposal with its quotes from the session instead of watching entire recordings. The pilot measures the actual teaching time per piece of marking, which is the figure we still don't have.
Do we need to install anything?
No. Everything happens in the browser, with real-time voice and video. All you need is an internet connection, a microphone and a camera. Nothing to install on computers, no need for the IT department and no desktop licences.
What happens to student data?
GDPR compliance. Sessions belong to the institution and are not used for any other purpose without explicit consent.
Data is hosted on servers in the European Union.
How is it different from getting a chatbot to play the patient?
In two specific ways. First, the clinical architecture: each patient is built on the mechanisms that explain their case, so they don't recite symptoms, they react to how they are asked. Second, the marking: the same rubric for everyone, with verbatim quotes from the session, and the lecturer reviews and publishes. A chatbot gives you conversation; this gives you a defensible mark.
How do we sign up?
In the demo we'll put together a proposal tailored to your institution and your timetable.
Book a twenty-minute demo
We'll show you the platform with cases from your field and look together at how it fits into your programme. No commitment and nothing to install.
- For psychology faculties, master's degrees and mental health training programmes
- A first supported pilot, with your teaching team
Mental Twins is an educational clinical simulation tool. It does not provide healthcare, does not make diagnoses and does not replace the supervised practice required by degree programmes.