Clinical simulation without the training wheels.

Practise the work.See the evidence.

OctoPiSim recreates the clinical record as a safe simulation environment. Learners practise real workflows, educators control the scenario and assessment, and every meaningful action can become evidence for feedback and marking.

Practise with many hands. Every result measured.

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  • Real clinical workflows
  • Safe mistakes
  • Real-time team care
  • Flexible assessment
  • Educator-defined criteria
  • Reusable scenarios

Why OctoPiSim

Real clinical workflows. Safe mistakes. Measurable evidence. Less marking. More teaching.

OctoPiSim is not a quiz product dressed up as an electronic medical record. It is a clinical workflow and assessment environment built specifically for simulation education — told here as one octopus completing three laps of eight.

  1. Lap 1 · Set APracticeWhat the learner can actually do.Observations · Medications · Pathology · Documentation · Orders · Midwifery · Admissions · Community
  2. Lap 2 · Set BEducateWhat becomes easier and more defensible for the educator.Cohorts · Rubrics · Reuse · Patients · Scoring · Dashboard · Evidence · Assign
  3. Lap 3 · Set CPlatformThe depth underneath that makes the first two possible.Scenario Builder · Roles · Live Team Care · Orchestration · Medication Workflow · Diagnostics · Clinical Standards · Institution Ready

Set A · Practice — What the learner can actually do

A simulation should let learners do the work — not guess the answer.

Most learners eventually have to work inside a clinical record while making decisions around a real person. OctoPiSim brings that workflow into simulation. Learners chart, order, administer, document, correct and collaborate inside a safe environment. The system records what happened without turning every action into an obvious hint.

The OctoPiSim octopus: eight arms, each carrying one Practice concept

A1 · Practice · Arm 1

Observations

In shortChart vital signs the way you would on a real ward — with real consequences if they're wrong.

OctoPiSim does not have to rescue the learner from every bad entry. A clinically implausible observation can be recorded so the learner has to recognise the problem, correct the record properly and continue. The important learning is not simply entering a number; it is noticing what does not make sense and responding appropriately. Educators can see what was entered, what was changed and whether the learner recognised the problem.

  • Record observations through realistic charting workflows.
  • Preserve incorrect entries as evidence rather than silently correcting them.
  • Support proper correction and un-charting behaviour.
  • Educators can review the sequence of actions afterwards.
  1. Chart
  2. Notice
  3. Correct

More on Observations

A2 · Practice · Arm 2

Medications

In shortAdminister and record medications through the full MAR, not a multiple-choice quiz.

Medication safety is about attention to the whole workflow, not choosing an answer from a list. OctoPiSim supports prescribing and medication administration so learners can work with scheduled medication, dose, route, timing, administration status, refusal and witnessed workflows where appropriate. If a learner misreads an order or misses what was prescribed, the simulation can preserve that evidence safely. Physical checks such as confirming the wristband remain observable educator behaviours rather than pretending software can see what happened in the room.

  • Prescribing and MAR-based administration workflows.
  • Scheduled and timed medication activity.
  • Refusal and administration outcomes can be documented.
  • Co-sign and witness workflows can involve another learner.
  • Educator observation can be combined with electronic evidence.
  1. Order
  2. Due
  3. Administer
  4. Record

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A3 · Practice · Arm 3

Pathology

In shortOrder tests, track results, and act on what comes back.

A pathology order should change what happens next. Learners can request investigations, wait for simulated turnaround and respond when results become available. Timing can be accelerated for teaching while still preserving the relationship between routine, urgent and stat activity. Results can be predetermined by the educator or generated within a configured range so the scenario remains controlled without becoming identical every time.

  • Place realistic pathology orders.
  • Simulated turnaround reflects request type and priority.
  • Results can be predetermined or varied within educator-defined bounds.
  • Trends can form part of the scenario rather than isolated one-off numbers.
  1. Request
  2. Wait
  3. Result
  4. Act

More on Pathology

A4 · Practice · Arm 4

Documentation

In shortWrite progress notes a real clinician would recognise as your own.

Clinical work is not complete until it is documented. Learners can create progress notes and other narrative documentation as part of the same patient record rather than submitting a disconnected answer sheet. OctoPiSim records whether documentation occurred and preserves the content for educator review. Objective completion can be assessed automatically where appropriate; the quality of clinical narrative remains available for human judgement.

  • Documentation lives with the simulated patient.
  • Educators can review what was written and when.
  • Objective completion can contribute to automated marking.
  • Narrative quality remains an educator decision.
  1. Record
  2. Note
  3. Review

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A5 · Practice · Arm 5

Orders

In shortPlace and manage clinical orders as part of the patient's ongoing care.

Orders are not treated as trivia. Where a learner's role permits it, they can initiate and manage clinical orders as part of the patient's evolving record. The scenario can then respond to those orders over time. This allows the teaching exercise to test whether the learner recognises what needs to happen next, not merely whether they can identify a correct answer in isolation.

  • Orders become part of the live simulated record.
  • Role and scenario determine what the learner is expected to do.
  • Downstream events can be tied to orders and timing.
  • Educators can see what was ordered and when.
  1. Order
  2. Pathology
  3. Imaging
  4. Medication

More on Orders

A6 · Practice · Arm 6

Midwifery

In shortTrack a pregnancy from antenatal check-ups through to postnatal care.

OctoPiSim is not limited to a single ward or nursing pattern. Midwifery scenarios can follow the same patient across antenatal, labour and postnatal care, with the clinical record evolving as the scenario progresses. Observations, medication, documentation, orders and other relevant workflows can be brought together around one continuous simulated patient journey.

  • Longitudinal maternity scenarios can span multiple stages of care.
  • Medication and observation workflows remain part of the same patient record.
  • Educators control what the learner encounters and when.
  • The same framework can be reused for different levels of complexity.
  1. Antenatal
  2. Labour
  3. Postnatal

More on Midwifery

A7 · Practice · Arm 7

Admissions

In shortHandle a patient's admission, transfer and discharge, start to finish.

A patient can arrive with history already behind them. Educators can place a learner into a scenario after emergency care, following a ward transfer, or partway through an admission. Handover, location and prior activity can all form part of the context. Learners then continue the patient's care instead of starting every exercise from a blank screen.

  • Admission, transfer and discharge can form part of the simulation.
  • Previous encounters and activity can be prebuilt into the scenario.
  • Handover can establish what happened before the learner came on shift.
  • Continuity of care becomes part of the teaching problem.
  1. Emergency
  2. Ward
  3. Discharge

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A8 · Practice · Arm 8

Community

In shortPractise care beyond the ward — community and outpatient documentation.

Clinical documentation does not stop at the hospital door. OctoPiSim can support scenarios built around community, outpatient and other non-inpatient contexts while retaining the same principle: the learner works through a believable clinical record and leaves evidence of what they did. The scenario is defined by the educator rather than by a fixed ward template.

  • Supports teaching contexts beyond inpatient care.
  • The educator defines the patient and workflow.
  • Documentation and assessment remain consistent across settings.
  • Scenarios can be adapted to different professional groups.
  1. Hospital
  2. Outpatient
  3. Home

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Set B · Educate — What becomes easier and more defensible for the educator

Your standards. Your cohorts. Far less administration.

Educators already have enough administration and marking to do. OctoPiSim is built so that technology removes work rather than creating a second administrative burden — your criteria, your scoring model and a complete evidence trail behind every result.

The OctoPiSim octopus: eight arms, each carrying one Educate concept

B1 · Educate · Arm 1

Cohorts

In shortOnboard once. Assign to every class from one place.

Educators should not spend their time rebuilding the same administrative structure for every exercise. Courses, cohorts, educators and learners can be organised so teaching activity can be assigned repeatedly without recreating class lists every time. The purpose is simple: less list management, more time spent on teaching and feedback.

  • Organise learners into reusable cohorts.
  • Associate multiple educators with a course where required.
  • Reduce repeated class set-up for each activity.
  • Keep assignment and progress information attached to the correct learners.
  1. Cohort
  2. Assignment 1
  3. Assignment 2
  4. Assignment 3

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B2 · Educate · Arm 2

Rubrics

In shortYour criteria, your standards — never ours.

OctoPiSim does not force the institution into a single assessment model. Educators define the criteria that matter for their course, scenario and level of learner. A rubric can assess the specific fields, actions or outcomes required while leaving professional judgement to the educator where it belongs. The platform adapts to the assessment rather than making the assessment adapt to the platform.

  • Educator-defined criteria.
  • Objective and judgement-based components can coexist.
  • Critical items can be treated differently from optional or bonus activity.
  • Criteria can be reused and refined over time.
  1. Blank
  2. Your criteria
  3. Your weighting

More on Rubrics

B3 · Educate · Arm 3

Reuse

In shortBuild marking criteria once. Extend them for the next cohort.

Good assessment design should become an asset, not disposable work. Existing criteria, scenarios and patients can be copied, extended and adapted for another cohort or level of study. An educator can start with something proven and change what matters rather than rebuilding from a blank page.

  • Copy and adapt existing scenarios.
  • Reuse assessment criteria across cohorts.
  • Create progressive versions for different learner levels.
  • Preserve institutional teaching knowledge over time.
  1. Master
  2. Level 1
  3. Level 2
  4. Level 3

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B4 · Educate · Arm 4

Patients

In shortAny mock patient, any rubric — mix them freely.

The patient and the assessment are not permanently welded together. Educators can reuse a patient as the foundation for a different exercise, or apply different assessment criteria to the same clinical situation. That flexibility makes it possible to teach different professions, levels or learning objectives without building a new world every time.

  • Patient content can be reused independently of assessment design.
  • The same patient can support different learning objectives.
  • Different rubrics can be paired with a scenario as required.
  • A patient can be cloned and altered without losing the original.
  1. Patient
  2. Rubric A
  3. Rubric B
  4. Rubric C

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B5 · Educate · Arm 5

Scoring

In shortScore it your way — numbers, bands or pass/fail.

Not every course measures performance the same way. OctoPiSim can support simple pass/fail criteria, points, percentages, ranges, weighted components and other educator-defined approaches. A value can earn full credit inside the expected range, partial credit in another range, or no credit where required. Critical omissions can be treated as critical rather than being hidden inside an average.

  • Pass/fail, numeric, percentage and banded approaches.
  • Range-based scoring for objective clinical values.
  • Partial credit can be defined by the educator.
  • Critical criteria can override otherwise strong performance.
  1. Evidence
  2. Pass/fail
  3. Points
  4. Bands

More on Scoring

B6 · Educate · Arm 6

Dashboard

In shortEvery student's progress, one screen.

The educator should be able to see the class before opening thirty individual records. A dashboard gives the high-level picture first, then allows the educator to move into the learner, assignment or evidence that needs attention. The goal is not another reporting burden; it is faster identification of where teaching effort is needed.

  • Class-level overview.
  • Individual drill-down when required.
  • Progress and completion can be reviewed centrally.
  • Supports faster triage of educator attention.
  1. Class
  2. Group
  3. Learner

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B7 · Educate · Arm 7

Evidence

In shortEvery mark traces back to exactly what happened.

A score is more useful when the educator can see the behaviour behind it. OctoPiSim records actions against the learner and simulated patient so an educator can review what was charted, changed, corrected or omitted. That evidence can support feedback with the learner, discussion with a class, moderation and educator sign-off.

  • Action-level audit trail.
  • Who did what, and when, remains attributable.
  • Corrections remain visible as part of the learning sequence.
  • Evidence can support individual or group feedback.
  1. Score
  2. Actions
  3. Timeline

More on Evidence

B8 · Educate · Arm 8

Assign

In shortOne action. A whole class, individually tracked.

A single scenario can be distributed to an entire class while each learner receives an independent starting point and evidence trail. The same scenario can instead be assigned to pairs or teams so learners work together on one live patient. The educator chooses the learning model rather than being forced into a one-user-one-patient pattern.

  • Individual assignment at scale.
  • Pair and team-based activity where required.
  • The same starting patient can be replicated across a class.
  • Each learner remains individually attributable, even in shared work.
  1. Scenario
  2. Individuals
  3. Team

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Set C · Platform — The depth underneath that makes the first two possible

Real depth underneath. Not a quiz wearing an EMR skin.

The first two laps explain what people experience. This one shows the substantial platform underneath it: patients built with a story already in motion, multiple professions around one live record, educator-controlled events, timed diagnostics and a genuine medication workflow.

The OctoPiSim octopus: eight arms, each carrying one Platform concept

C1 · Platform · Arm 1

Scenario Builder

In shortBuild the patient before the learner walks in.

An educator can construct the clinical state the learner is about to inherit. Start with a prebuilt patient, clone an existing scenario or create something new. Demographics can be specified or generated. The scenario can include presenting problem, location, triage narrative, history, observations, medications, pathology, imaging, prior transfers, handover and other activity that happened before the learner arrives. The result is not an empty chart; it is a patient with a story already in motion.

  • Prebuilt, cloned or newly created patients.
  • Demographics can be fixed or generated.
  • Prior clinical history can be established before the exercise begins.
  • Initial observations, medications, pathology and imaging can be preloaded.
  • Scenarios can be saved, reused and modified later.
  1. Identity
  2. History
  3. Observations
  4. Medications
  5. Results
  6. Handover

More on Scenario Builder

C2 · Platform · Arm 2

Roles

In shortThe same patient. Different professional responsibilities.

The platform is not restricted to one profession or one view of the clinical record. Nursing, prescribing, pharmacy, midwifery and other clinical teaching contexts can work around the same simulated patient while the scenario determines what each learner is expected to do. This enables educators to create activities that reflect professional responsibility rather than one generic student role.

  • Supports multi-professional teaching design.
  • Learners can be expected to perform different tasks around the same patient.
  • Prescribing and medication workflows can be included where appropriate.
  • The platform is not limited to nursing-only scenarios.
  1. Nursing
  2. Prescribing
  3. Pharmacy
  4. Midwifery

More on Roles

C3 · Platform · Arm 3

Live Team Care

In shortOne patient. One live record. Many hands.

Multiple learners can work on the same simulated patient at the same time. When one person updates the record, the others see the change as part of the same live clinical context. This supports pair work, team exercises and scenarios where one learner must witness another learner's action. The record remains shared while individual actions remain attributable.

  • Real-time shared simulated patient.
  • Multiple learners can work concurrently.
  • Changes become visible to the other participants.
  • Witness and co-sign workflows can involve another learner.
  • Audit remains attributable to the individual.
  1. Learner
  2. Live record
  3. Learner

More on Live Team Care

C4 · Platform · Arm 4

Orchestration

In shortScript it, schedule it, or change it live.

The educator can define what should happen before the session, schedule events to occur during the session, or introduce a change while learners are actively working. A new observation, result or clinical event can appear as part of the patient's world rather than as an instruction from the software. This creates room for controlled curveballs without the learner seeing the educator operating behind the scenes.

  • Pre-script events before the session.
  • Schedule changes for later in the exercise.
  • Trigger educator-controlled events live.
  • Use the patient's evolving record to create teaching pressure.
  1. Script
  2. Schedule
  3. Live

More on Orchestration

C5 · Platform · Arm 5

Medication Workflow

In shortPrescribe, chart, administer, witness and document in one simulation.

The medication layer is designed as a real workflow rather than a quiz. The environment includes a substantial Australian medication terminology base, medication detail and PBS-related content, allowing educators to construct realistic prescribing and administration activity. The same capability can support learners at different levels, from administration through to advanced prescribing scenarios.

  • Large Australian medication terminology set.
  • Medication details include active ingredient information.
  • PBS-related content can form part of the medication context.
  • Prescribing, scheduling and MAR administration workflows.
  • Supports advanced learner roles as well as basic administration practice.
  1. Prescribe
  2. Schedule
  3. Chart
  4. Administer
  5. Document

More on Medication Workflow

C6 · Platform · Arm 6

Diagnostics

In shortOrder it. Wait for it. Act on it.

Clinical results can unfold over time. Pathology orders can return according to simulated turnaround, with priority influencing how quickly they appear. Imaging can include educator-specified reports and teaching images. This allows the learner to experience the gap between requesting information and having to act when it becomes available, instead of receiving every answer immediately.

  • Routine, urgent and stat timing can be represented.
  • Simulation time can be accelerated or run closer to real time.
  • Results can be predetermined or varied within bounds.
  • Imaging reports and teaching images can be attached to the scenario.
  • Repeated results can create a trend over time.
  1. Request
  2. Time
  3. Result
  4. Action

More on Diagnostics

C7 · Platform · Arm 7

Clinical Standards

In shortBuilt with Australian clinical context. Designed to adapt.

The current environment has been developed around Australian clinical context, including NSW Health Between the Flags concepts, Australian medication information and PBS-related content. That is a strength, but the product is not permanently locked to one jurisdiction. Forms, terminology and clinical content can be adapted where an institution needs to teach within another health system.

  • Australian-first clinical context.
  • NSW Health Between the Flags concepts represented in relevant observation workflows.
  • Australian medication and PBS-related content.
  • Clinical content can be adapted for other jurisdictions.
  1. Australia
  2. Adapt
  3. Your jurisdiction

More on Clinical Standards

C8 · Platform · Arm 8

Institution Ready

In shortYour content, your environment, your teaching workflow.

OctoPiSim is designed to complement the rest of the teaching environment. An institution receives its own isolated environment for scenarios, patients and assessment content. Course, educator and learner structures can be managed inside the platform, while results can be exported for use in upstream learning or administrative systems. The platform does not require an institution to replace its physical simulation lab or connect every mannequin before it becomes useful.

  • Isolated institutional environment.
  • Institution-owned scenarios and assessment content.
  • Course, educator and learner administration.
  • Exportable results for upstream learning and admin workflows.
  • Useful as a standalone digital clinical workflow layer.
  • Physical simulation integrations can remain separate or be scoped independently where appropriate.
  1. Sim lab
  2. Educator
  3. Learner
  4. LMS / admin

More on Institution Ready

For educators

Spend less time marking.More time teaching.

The educator's job should not become harder because the simulation became digital. OctoPiSim automates the parts of assessment that can be measured reliably and preserves the evidence behind those results. The educator defines the standard, reviews the outcome and keeps control of the final judgement.

Objective fields can be assessed against expected values or ranges. Required actions can be marked as complete or missing. Criteria can carry different weights, allow partial credit or identify critical failures. Narrative and observed professional behaviour remain available for educator judgement rather than being reduced to a simplistic automatic score.

  • Automate the measurable

    Let the system evaluate objective actions and values against criteria you define.

  • Keep human judgement

    Narrative quality, communication and observed behaviour remain with the educator.

  • See the evidence

    A result can be traced back to what the learner actually did.

  • Reuse your work

    Rubrics and scenarios become durable teaching assets rather than one-off marking exercises.

Scenario Builder

Build the patient before the learner walks in.

This sounds powerful — but how much work will it take? The Scenario Builder answers that in layers. Start from a prebuilt patient, clone one that already works, or build something new, then put it on the shelf for next time.

How the Scenario Builder works
  1. 01

    Who is the patient?

    Specify or generate identity, age, sex, address and other demographics as the exercise requires.

  2. 02

    Why are they here?

    Presenting problem, triage narrative, reason for admission, ward or location, and relevant history.

  3. 03

    What has already happened?

    Previous observations, medications, pathology, imaging, transfers, handover and prior care.

  4. 04

    What will happen next?

    Scheduled results, evolving observations, clinical events and educator-controlled changes.

  5. 05

    What are learners expected to do?

    Assignment, roles, rubric, scoring rules and critical criteria.

  6. 06

    Save and reuse

    Put the scenario on the shelf, clone it later and change only what the next cohort needs.

In motion

The patient keeps moving. The evidence keeps up.

Stylised fragments of what happens inside a session — deliberately not screenshots.

Boundaries

Built to fit around your simulation environment.

OctoPiSim provides the electronic clinical workflow and assessment layer. It can be used alongside educators, mannequins, simulation rooms and existing learning systems without requiring those systems to be replaced.

  • A simulation platform — not a live patient-care system.
  • Teaching scenarios use simulated patients, never real patient records.
  • It does not claim to observe physical bedside behaviour automatically.
  • Educators can include those behaviours in their rubric and sign them off.
  • No mannequin or device integration is required to be useful.
  • Results can be exported for your learning and admin systems.

Frequently asked

Is OctoPiSim a live clinical EMR?

No. OctoPiSim is built for clinical simulation and education, not live patient care.

Does it use real patient data?

No. Teaching scenarios are built around simulated patients rather than real patient records.

Does OctoPiSim replace our simulation lab or mannequins?

No. It provides the electronic clinical workflow and assessment layer and can be used alongside the physical simulation environment you already have.

Does it automatically mark everything?

No. Objective actions can be assessed automatically where appropriate. Narrative quality, observed behaviour and professional judgement remain with the educator.

Can we use our own rubric?

Yes. Educator-defined criteria are a core part of the platform.

Can multiple learners work on the same patient?

Yes. Learners can work collaboratively around the same live simulated record while their actions remain attributable.

Can every learner receive the same starting patient independently?

Yes. The same scenario can be replicated so each learner begins from the same snapshot but works independently.

Can scenarios be reused?

Yes. Patients, scenarios and assessment criteria can be reused, cloned and adapted.

Is it only for Australia?

The current environment has strong Australian clinical context, but scenario content and terminology can be adapted for other jurisdictions.

Does it integrate with our LMS?

Assessment results can be exported for use in upstream learning or administrative workflows. We describe a direct integration only where it has been specifically implemented and supported — ask us about yours.

Private walkthrough

See it with your own scenarios in mind.

A private conversation, not a sales pitch. Pick a time that suits you — it's shown in your own time zone — and we'll confirm it personally.

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