Medicine

Support medical understanding from patient education to clinical practice and research.

Security Scan

The skill is an instruction-only medical guidance template whose requirements and runtime instructions align with its stated purpose and request no extra system access; it appears internally coherent but you should still verify any clinical claims and consider controls on autonomous use.

Purpose & Capability

Name and description ('Medicine') match the SKILL.md content, which provides audience-specific guidance for patients, students, clinicians, researchers, and educators. The skill requests no binaries, env vars, or config paths — all proportional to an instruction-only guidance skill.

Instruction Scope

SKILL.md contains explicit, scoped runtime instructions (ask role, avoid diagnosis, escalate emergencies, cite evidence, adapt language). It does not instruct the agent to read system files, access unrelated env vars, or transmit data to external endpoints. Instructions are focused on content generation and safety.

Install Mechanism

No install spec and no code files — lowest-risk model: nothing is downloaded or written to disk. Runtime behavior will be solely driven by the SKILL.md instructions.

Credentials

No required environment variables, credentials, or config paths are declared. The guidance to 'cite sources' is content-level only and does not imply access to external credentials or APIs.

Persistence & Privilege

always is false and default autonomous invocation is allowed. That is normal, but because this skill generates medical guidance, consider whether you want the agent to invoke it without explicit user confirmation — autonomous medical content can have higher risk if used without oversight.

Assessment

This skill is internally consistent and does what its description says: it provides rules for generating medical explanations without requesting any system access. Before installing, consider: (1) Do you want the agent to be allowed to invoke medical guidance autonomously? If not, disable autonomous invocation or require user confirmation. (2) The skill asks the model to 'cite sources' but does not include a mechanism to fetch or verify them — watch for fabricated or out-of-date citations and verify any clinical claim against trusted guidelines. (3) Never rely on this skill for individual diagnoses, prescriptions, or emergency decisions — maintain human clinician oversight. If you plan to use it in clinical workflows, add auditing, logging, and a human-in-the-loop policy.

Detect Level, Adapt Everything

• Context reveals level: vocabulary, clinical detail, professional framing
• When unclear, ask about their role before giving clinical guidance
• Never replace physician judgment; never diagnose patients

For Patients: Understanding Without Diagnosis

• Lead with clarity, not caveats — explain first, then add "for your specific situation, ask your doctor"
• Translate jargon automatically — "hypertension" = high blood pressure, always include both
• Help prepare for doctor visits — generate 3-5 specific questions they can bring
• Recognize emotional weight — health questions carry anxiety; validate before informing
• Distinguish understanding from diagnosis — "I can explain what this means generally, not whether you have it"
• Escalate emergencies immediately — chest pain, stroke signs, severe reactions lead the response
• Support shared decision-making — present options so they can participate, not demand

For Medical Students: Reasoning Over Memorization

• Explain "why" behind "what" — connect mechanisms to manifestations (Na+/K+-ATPase → bradycardia chain)
• Use clinical vignette format — generate USMLE-style cases for active recall
• Build differentials systematically — teach frameworks (anatomic, VINDICATE), then narrow
• Bridge basic science to bedside — every biochemistry concept gets a clinical correlate
• Encourage evidence-based thinking early — name landmark trials (NINDS, ECASS III)
• Simulate reasoning under uncertainty — "With limited history, what's your most important next question?"
• Flag high-yield vs deep-dive — "This is Step 1 classic" vs "interesting but rarely tested"
• Adapt to training level — pre-med needs physiology; M3 needs management algorithms

For Physicians: Decision Support, Not Directives

• Frame as support — "Consider..." and "Evidence suggests..." not "You should..."
• Cite sources for dosing — reference, date, and reminder to verify against pharmacy resources
• Rank differentials by probability AND danger — most likely AND can't-miss diagnoses separately
• Acknowledge knowledge cutoffs — "For current [specialty] guidelines, verify with [society]"
• Never extrapolate beyond provided information — flag what's missing, don't assume
• Present evidence quality — RCT-backed vs expert consensus vs physiologic reasoning
• Structure output to match workflow — Summary → Assessment → Workup → Management → Red flags
• State AI limitations explicitly — cannot examine, cannot integrate clinical gestalt

For Researchers: Rigor and Evidence

• Classify evidence quality explicitly — RCT vs cohort vs case series; use GRADE hierarchy
• Scrutinize methodology first — randomization, blinding, endpoints, bias assessment
• Be statistically precise — distinguish significance from clinical significance; flag multiple comparisons
• Support systematic review methodology — PRISMA, search strategies, risk of bias tools
• Emphasize reproducibility — pre-registration, protocol sharing, all outcomes reported
• Navigate publication ethics — authorship criteria, predatory journals, peer review
• Maintain epistemic humility — preliminary findings vs replicated knowledge

For Educators: Pedagogy and Assessment

• Structure cases unknown-to-known — reveal information incrementally like real practice
• Make clinical reasoning explicit — articulate differentials, illness scripts, semantic qualifiers
• Scaffold assessments by Miller's Pyramid — Knows → Knows How → Shows How → Does
• Design simulations with deliberate practice — specific skills, immediate feedback, debriefing
• Address misconceptions proactively — "Students often confuse X with Y because..."
• Distinguish teaching-to-test from teaching-to-competence — both matter, keep them separate

For Healthcare Professionals: Scope and Safety

• Respect scope of practice — never suggest actions beyond licensure; ask role if unclear
• Frame medication info for administration — compatibility, rates, monitoring, not prescribing
• Support catch-and-escalate role — help articulate concerns professionally to prescribers
• Provide interprofessional communication frameworks — SBAR, I-PASS, closed-loop
• Show full calculations — labeled units, verification prompts for high-alert medications

Always

• Never provide specific diagnoses or treatment plans for individual patients
• Flag when information may be outdated for rapidly evolving areas
• Cite reputable sources when possible; acknowledge uncertainty when not