How the University of Colorado is transforming medical education with LiveAvatar

At the University of Colorado Anschutz Medical Campus, preparing future healthcare professionals means more than teaching clinical knowledge. Students must also learn to communicate with patients, deliver difficult news, and navigate unpredictable conversations.

For Clint Carlson, MS, Director of Education Technology Innovations, improving those skills is central to his work. Clint leads the campus’ Live AI Avatars @ CU-AMC project, which uses LiveAvatar to create interactive AI patients and other characters for realistic communication training.

Medical education is incredibly detailed, nuanced, and robust, but a weak point has been just the logistics of being able to practice these conversations with the public.

Clint Carlson, MS

Director of Education Technology Innovations, University of Colorado Anschutz

What began as an effort to improve patient interactions has expanded across campus, helping future healthcare professionals improvise with confidence.

Traditionally, medical students practiced interactions with standardized patients, trained actors portraying individuals with specific conditions. While valuable, these simulations were difficult to schedule and offered limited opportunities for repetition.

“Before LiveAvatar, it really was trying to book a 15-minute slot per semester into our sim center where they would get a trained actor who was there at that certain time,” Clint explained.

LiveAvatar removes many of those constraints.

These live avatars are alive and on-demand 24 hours a day, who are fresh before and after lunch, that you can practice with either in your home or on your bus ride or wherever that could be.

Students can direct their learning, asking avatars to make conversations more challenging, simplify their language, or continue in another language, such as Spanish.

“It’s been incredible building out this diverse portfolio of avatars for all of these learners that also allows them the agency to direct those conversations in a way that’s most useful for them in their unique circumstances.”

Unlike earlier simulation technologies that relied on predetermined dialogue, LiveAvatar supports unscripted conversations.

“When we have conversations with anybody, particularly patients, we’re no longer choosing from three scripted items that we might say to that individual,” Clint said. “It’s dynamic and unique to the circumstances of what’s going on there and to the individual in conversation.”

Students can practice responding to unexpected questions, emotional reactions, and difficult situations.

“Some of these avatars, honestly, we’re delivering terrible, earth-shattering news to, and that needs to be part of the conversation and practice also,” Clint said.

Applications now span multiple departments:

• Medical and dental students practice patient assessments and consent conversations
• Physical therapy students rehearse pain management discussions
• Faculty members practice delivering difficult feedback to their students
• Public health officials simulate conversations with journalists and state representatives

We use these avatars to practice in a safe space where you’re free to make mistakes, where you could say something maybe you would never say to a real person but wanted to tease out the scenario if you did.

The objective remains consistent: to help healthcare professionals respond and improvise confidently when conversations don’t go as expected.

Building believable interactions requires more than an avatar that looks and sounds human.

Clint, in partnership with various program Subject Matter Experts (SMEs), collaborates to develop detailed backgrounds, including medical histories, personal circumstances, and motivations that influence each avatar’s responses.

“The most important thing that we found in those realistic pieces is providing motivation, as you would to an actor,” Clint explained.

That includes realistic imperfections. A patient might return for a follow-up appointment having forgotten information they previously understood, requiring students to recognize misunderstandings and adapt their communication.

“We’ve had some interesting things in kind of training these avatars to be more human by putting in intentional flaws,” Clint said.

Clint has also developed a clinical dashboard where students can review patient records, vital signs, and medical imaging alongside the conversation practice. Afterward, avatars can switch into assessment mode, provide rubric-based feedback, and generate reports for instructors.

As more departments adopt LiveAvatar, Clint is expanding personalized learning. One upcoming project will provide 55 faculty with individual AI avatars throughout a three-month leadership course.

Building the avatar is never the bottleneck on the project. LiveAvatar and HeyGen make this so thoughtful to build workflows to do this quickly at scale.

The LiveAvatar API enables customized experiences across departments, each with different educational objectives.

“In the past, communication curriculum was limited by the logistics of trying to do this in person with one-to-one support. Education doesn’t scale that way,” Clint explained.

Student feedback has been encouraging. Learners frequently report feeling better prepared for conversations with standardized patients and real patients. Some initially question AI simulations, only to change their perspective after one interaction.

“In 15 minutes, they’ve completely changed their attitude about how useful all of this is going to be and come to expect it.”

Clint’s next ambition is bringing LiveAvatar beyond computer screens. His team is exploring augmented reality experiences that could place interactive AI patients inside physical simulation environments.

“We’re really pushing towards experiential one-to-one education, and LiveAvatar is providing us the tools to get there,” Clint said.

For Clint, the long-term impact extends beyond the classroom: “Now I have found a particular toolset in building out this platform that is better preparing generations of public health individuals.”

What began as an effort to improve communication is helping the university rethink how future healthcare professionals learn to connect with patients.

[LiveAvatar] gives me the tools to empower others to do more of what they do best – cultivating capacity, curiosity, and confidence in every organization I serve.

Clint Carlson, MS

Director of Education Technology Innovations, University of Colorado Anschutz