AI-native medical education.

Your curriculum.
A clearer path for every learner.

ChatOMT connects your institution’s curriculum, learning objectives, assessments, and learner evidence in one inspectable system—helping faculty preserve alignment, trace the impact of curriculum changes, and reduce the manual work of review.

That same foundation grounds AI conversations, collaborative learning, and personalized curricular assistance in what your school actually teaches, using evidence from each learner to guide what comes next.

Request a demonstration See how it works

Renal tubular acidosis lecture material flowing into a Didactome concept map.

CURRICULUM AS THE REFERENCE

Start with what the school teaches.

The institution's own material.

Concepts and mechanisms stay connected to the curriculum and the sources from which they were derived.

Your Lectures

Start with the slides and videos you already use.
Text & transcript extraction

Key ideas are identified and pulled out.
Content analysis

Conceptual structures are highlighted and organized.
Knowledge connected

Concepts are linked to reveal how everything fits together.

EXPLICIT CURRICULUM GRAPH

Make the relationships inspectable.

The Didactome represents concepts and the relationships among them while retaining links back to their curricular sources.

Concepts.Relationships.Provenance.

CONCEPTS

The discrete entities being taught.

RELATIONSHIPS

The mechanisms, distinctions, dependencies, and associations that connect them.

PROVENANCE

The curricular material supporting each extracted claim.

Mapping is only the beginning.

LEARNING OBJECTIVE ASSURANCE

Define what must be taught. Verify where it happens.

Learning objectives become explicit requirements against the curriculum. ChatOMT evaluates each objective against the Didactome to determine where it is taught, how deeply it is addressed, and whether the institution's requirements for coverage and assessment are satisfied.

LEARNING OBJECTIVE AUDIT

EXAMPLE OBJECTIVE / RENAL PHYSIOLOGY

OBJECTIVE SATISFIED

PROGRAM OBJECTIVE

REVISION 04

“Apply acid-base physiology to distinguish the major renal tubular acidosis subtypes.”

OBJECTIVE ID REN-4.2

OBJECTIVE SET Renal Competencies

PROGRAM REQUIREMENTS

4 ACTIVE CONSTRAINTS

CURRICULAR SCOPE Renal sequence

Designated courses and instructional units

MINIMUM DEPTH Application

Recognition alone is insufficient

INSTRUCTION Required

Objective must be explicitly taught

ASSESSMENT Required

Assessment evidence must be present

FROM OBJECTIVE TO DETERMINATION

EXPLICIT / CONSTRAINED / AUDITABLE

01
DEFINE
Write learning objectives in plain language or import them from an existing spreadsheet.
02
CONSTRAIN
Specify where, when, and how deeply each objective must be addressed.
03
VERIFY
Evaluate the curriculum against those requirements and retain the supporting evidence.

3 EVIDENCE SOURCES
2 / 2 REQUIRED COURSES
APPLICATION DEPTH REACHED
4 OBJECTIVE REVISION

WHY IT MATTERS A semantic match alone does not satisfy an objective. The evidence must satisfy the institution's declared requirements.

OBJECTIVE LINEAGE

Keep the map when the curriculum changes.

Curricula evolve. Learning objectives are revised, divided, combined, and replaced. ChatOMT preserves objective lineage across curriculum generations so institutions can understand not only whether an objective is satisfied today, but how its requirements and curricular coverage changed over time.

OBJECTIVE LINEAGE REN-4.2 / ACID-BASE PHYSIOLOGY

3 GENERATIONS

2024 REV 01 IMPORTED

Original institutional objective carried into the curriculum.
2025 REV 03 SPLIT

Broader renal physiology objective divided into independently auditable requirements.
2026 REV 04 CURRENT

Application-level RTA objective retained in the current Didactome.

THE SAME SOURCE OF TRUTH CONTINUES DOWNSTREAM

Once the curriculum is aligned to its objectives, assessment can be evaluated against the same explicit curricular model.

CURRICULUM-ALIGNED ASSESSMENT

Assessments map to the Didactome.

Mapping exam and practice questions to the Didactome ensures alignment with the curriculum. It helps educators identify gaps, catch potentially mis-keyed questions, and optimize learning outcomes.

ASSESSMENT MAPPING AUDIT

EXAMPLE CONTENT / RENAL TUBULAR ACIDOSIS

HIGH CONFIDENCE

QUESTION STEM

SINGLE SELECTION

A patient has metabolic acidosis, and the clinician plans to “confirm chronicity and determine the cause.” Which intervention is specifically described as correcting the acidosis while also raising urinary citrate?

Use a treatment intended to lower urinary citrate while the cause is being evaluated.
Use alkali therapy—especially potassium citrate when appropriate—to correct the acidosis and raise urinary citrate.
KEYED ANSWER
Withhold alkali therapy because determining the cause prevents any supportive treatment.
Select therapy solely according to the urine pH, without addressing the acidosis.
Use an intervention that corrects the cause but does not affect acidosis or urinary citrate.

PREFERRED REASONING PATH

1 PATH / FULLY SUPPORTED

01
RECOGNIZE
Identify metabolic acidosis as the abnormality the intervention must address.
02
INTEGRATE
Match the two stated effects: correcting acidosis and increasing urinary citrate.
03
CONCLUDE
Select alkali therapy, especially potassium citrate when appropriate.

5MAPPED OPTIONS
3CURRICULUM TARGETS
2DECISIVE STEM CLUES
0UNRESOLVED REFERENCES

SCOPE Alignment only. Difficulty, discrimination, reliability, and other psychometric properties are evaluated separately.

A missed answer should lead somewhere.

Knowing an answer was wrong is only the beginning. Useful support connects what needs attention, where it was taught, and what the learner should do next.

What needs attention?

A fact to recall, a relationship to clarify, or a concept to apply. Different learning needs call for different kinds of support.
Where was it taught?

The relevant concept, lecture, and explanation in the student’s own curriculum—so review has a clear starting point.
What should happen next?

A focused review, a comparison of related concepts, or targeted practice that helps the learner apply what they know.

Each student assessment adds evidence.
Remediation targets constantly evolve as evidence changes.

ASSESSMENT RESPONSE ANALYSIS

Explain the error with its evidence.

EVIDENTIARY SUPPORT

User metrics from the exam software provide insight into the learner's thought process.

WHAT HAPPENED

The final selected answer matches a competing mechanism.

WHAT TO DISTINGUISH

Connect the relevant clinical clues to the mechanism that separates the competing concepts.

RESPONSE ANALYSIS

FORMATIVE / SINGLE SELECTION

COMPLETE

QUESTION STEM

A 27-year-old woman with Sjögren syndrome presents with muscle weakness and recurrent nephrolithiasis. Laboratory studies show Na⁺ 139 mmol/L, Cl^- 115 mmol/L, HCO3^- 15 mmol/L, and K⁺ 2.8 mmol/L. Urine pH is 6.3, and the urine anion gap is positive. Which renal abnormality best explains these findings?

Impaired hydrogen ion secretion by alpha-intercalated cells

Correct answer

Reduced proximal bicarbonate reabsorption

Your selection

Decreased aldosterone production

Increased proximal ammonium generation

Impaired collecting-duct water permeability

Increased distal sodium delivery

WHAT HAPPENED

You selected Reduced proximal bicarbonate reabsorption. Your response history also included a change toward the correct option, which suggests meaningful partial knowledge even though the final answer was incorrect.

KEY DISCRIMINATOR

Prioritize Urine pH is 6.3 and recurrent nephrolithiasis. Together, these findings distinguish Alkaline Urine in Type 1 RTA from the subtype represented by Reduced Bicarbonate Threshold in Type 2 RTA.

WHAT TO DISTINGUISH

The best explanation is Defective distal hydrogen secretion in the Collecting duct. The selected answer instead matched the competing subtype pattern. This was a narrow subtype-discrimination error rather than evidence of a broad gap.

TRY THIS NEXT

10 MIN

Review how Urine pH is 6.3 functions as a discriminator for Alkaline Urine in Type 1 RTA, then practice using it to separate this pattern from Reduced Bicarbonate Threshold in Type 2 RTA.

The goal is not simply to mark an answer wrong. It is to identify the educational distinction worth revisiting.

LONGITUDINAL LEARNER SUPPORT

Carry the evidence forward.

Each assessment contributes evidence to an ongoing learner model. New data can refine — or contradict — earlier interpretations of the student's understanding. All assessments are longitudinally integrated to inform future learning decisions.

ITEM EVIDENCE

Assessment data is captured from ChatOMT and your school's exam software.

RECONCILE

New evidence is integrated with the existing learner model as it arrives.

PRIORITIZE

Recommend the next best action for the learner.

EXPLAIN

Retain the reason and relevant curriculum-graph references.

Evidence informs an interpretation and yields a continuous, personalized learning loop.

NEXT BEST ACTION

Give the learner
a concrete next step.

Alleviate students' executive burden by providing clear next steps. Study recommendations are ranked by impact.

NEXT BEST ACTION10 MINUTES

Distinguish clues for Type 1 RTA and kidney stones

WHY THIS TASK

Assessments show recurrent subtype confusion
Prerequisite for 3 other remediation targets
Recently covered in lecture

2 concepts / 1 relationship referenced

SCOPED EXPLORATION AND PROVENANCE

Trace the claim back to the lecture.

Select a concept.Inspect its support.

Explanations remain connected to the curricular material from which the relevant claims were derived.

Didactome knowledge graph centered on Type 1 distal renal tubular acidosis, connecting clinical findings, mechanisms, and treatments.

Renal_Tubular_Acidosis.pdf PAGE 12 / EXTRACTED CLAIM MODEL CONFIDENCE: HIGH

In acidosis, Type 1 distal renal tubular acidosis has urine pH greater than 5.5.

SUPPORTING PASSAGE Lecture slide showing low potassium, urine pH above 5.5 despite systemic acidosis, and calcium phosphate stones as findings supporting Type 1 distal RTA.

Lecture slide showing low potassium, urine pH above 5.5 despite systemic acidosis, and calcium phosphate stones as findings supporting Type 1 distal RTA.

Confidence labels are model estimates, not independently measured accuracy.

CHATOMT

Bring support into the learning environment.

Ask.Discuss.Practice.

The same curricular context that supports analysis can support conversation, explanation, and targeted practice.

Personalized curricular assistance.
Peer and faculty discussion.
Targeted practice.

INSPECTABLE REASONING

Make the basis of an answer clear.

Different layers provide different kinds of assurance.

SOURCE GROUNDING

The curricular material supporting an explanation.

REFERENCE

EXPLICIT GRAPH

The concepts and relationships under discussion.

REFERENCE

MODEL-BASED ANALYSIS

An interpretation of the response and a proposed intervention.

INTERPRETATION

SYMBOLIC RULES, WHERE APPLICABLE

An execution trace for supported formal rules.

EXECUTION

Source support, inferred explanations, and symbolic checks provide different assurances.

INSTITUTIONAL GOVERNANCE

Put learner trust into the workflow.

Institutional policy sets the boundaries for educational AI.

Support remains formative.
Educators retain responsibility for consequential decisions.

ACCESS

Institutions define who can see curriculum, learner evidence, and conversations.

TRANSPARENCY

Expose source support, interpretation, and uncertainty.

AGENCY

Help learners understand why an action is recommended.

CONTROL

Align deployment and model choices with institutional requirements.

AI should extend educational judgment.

FACULTY-LED EVALUATION

Evaluate the educational decisions.

ChatOMT is designed so that its educational claims can be examined and validated.

Is the model faithful?

Expert review of relationships and source support.

Is the interpretation useful?

Educator agreement, false positives, and learner corrections.

Does remediation help?

New-item performance, delayed retention, and transfer.

Does the workflow help?

Planning burden, faculty effort, and performance across groups.