Faculty authoring
Faculty can upload course material, define learning objectives, shape AI behavior, create assessments, and build Case-Based Learning experiences without custom software work.
A faculty-controlled platform for guided learning and educational AI
PRISM helps institutions turn course materials and faculty intent into interactive guided learning, case-based experiences, assessments, and course-grounded learner support.
One platform for authoring, grounding, and deployment
PRISM was built first for medical education and clinical reasoning. Its authoring, grounding, and delivery model is designed to support other fields where educators need structured learning around trusted source material.
Guided learning and cases
Educator-designed activities guide learners through information, questions, and feedback in deliberate stages rather than relying on static content or open-ended chat.
Course-grounded learner support
Learner-facing support stays grounded in faculty material and course boundaries, and can be deployed across courses, classrooms, programs, and partner-led educational settings.
Platform flow
How institutions use PRISM
The platform is designed to follow the way rigorous education works: expert authorship first, course grounding next, and controlled delivery into real learning settings.
1. Build faculty-controlled tools
Faculty and institutions can upload their own material, define objectives, and create AI teaching tools shaped by the curriculum they already teach.
2. Ground in course expectations
Documents, faculty guidance, and program boundaries stay close to the experience so learners engage with course-specific expectations rather than generic responses.
3. Deploy to classrooms and programs
PRISM can be used across courses, classrooms, training programs, specialty-society education, and continuing-education models where operational fit matters alongside pedagogy.
Our approach to AI
AI in service of faculty teaching
PRISM uses AI to extend faculty-designed teaching, not to set the curriculum. Faculty choose the source material, define the learning objectives and teaching points, and control what is published. PRISM uses that structure to deliver interactive cases, course-grounded study support, and assessments at scale.
The goal is not to automate teaching. It is to make thoughtful, faculty-directed teaching available more consistently and at greater scale.
Faculty choose the sources
Instructors select the lectures, guidelines, cases, and other references that define the course context.
Faculty design the learning
Instructors set objectives, questions, feedback criteria, and the sequence through which learners progress.
Faculty control publication
AI may assist with drafting, but published guided cases pass through faculty review and approval before learner use.
AI adapts the delivery
During an activity, AI responds to the learner within the structure, guidance, and source context established for that course.
Medical and health professions education
PRISM’s clinical roots remain its primary proof point for structured reasoning, faculty-authored cases, and course-grounded learner support.
Universities and professional programs
For faculty teams exploring guided learning around their own sources, objectives, standards, and forms of expert reasoning.
Specialty societies and continuing education
For organizations that need interactive, controlled professional-learning experiences with stronger engagement options than static content alone.
A structured learning model with broader application
PRISM’s staged learning model grew from Case-Based Learning in medicine: learners work through information, questions, and feedback in a deliberate sequence. The same structure is designed to support guided readings, interactive lectures, professional scenarios, and other forms of expert-led learning.
Guided reasoning through structured activities
PRISM helps educators move learners through staged cases, scenarios, readings, or problems that require interpretation and judgment, not just information retrieval.
Selected literature
Case-based Learning in Medical Education - McGraw-Hill Red Paper