New · 3D Medical Universe: the whole medical curriculum in a free 3D interactive atlas.
ExplorePhysician · Neuroscientist · Psychometrician
I help medical schools and education groups make academic decisions on evidence — from the exam to the curriculum, from faculty to leadership.
Consulting, faculty development, keynotes and mentoring. In English, Portuguese and Dutch — in Europe, Brazil and online.
Learning is like breathing. It takes both inspiration and expiration. For learning to happen, it is not enough for knowledge to go in. It also has to come out.
Try changing the angle of rotation: drag any of the graphs below.
Built at
at Maastricht University's School of Health Professions Education
under his leadership of innovation and academic quality at a major Brazilian education group
international computerised adaptive progress test, developed for EBMA
Who I work with
Consistent quality across campuses without erasing each school's identity.
Curriculum, assessment and indicators that hold up to accreditation, licensing exams and time.
An independent technical read before investing in platforms, exams or curriculum reform.
Practical training in teaching, assessment and clinical reasoning you can use the following week.
Assessment and research institutes, professional associations, licensing and accreditation bodies.
Services
Exams that measure what they claim to measure — and teach while they measure.
Curricula that alternate learning and demonstrating — curricula that breathe.
Teachers who teach and assess with method.
Technical content, clear language, lasting effect.
Formats: fixed-scope projects, ongoing advisory, on-site or online workshops.
3D Medical Universe
A free 3D interactive atlas brings together the 10 areas, 71 sub-areas and 619 conditions, topics, skills and constructs of undergraduate medicine, with the links between basic sciences, skills and clinical conditions. You can search, filter by course stage and open any node.
Behind it sits the complete Medical Knowledge Model: 8,084 pieces of knowledge and 8,203 facets, each with its source, for self-study, instructional design, assessment construction and constructive alignment between objectives, teaching and exams.
Approach
Assessment of, for and as learning: the right exam does more than rank — it guides study, returns useful information and prepares for practice.
I start from the data the institution already has — exams, grades, attrition, teaching evaluations. I measure before I propose.
Solutions proportionate to the problem, grounded in the literature and compatible with how the school actually runs.
I train the teams who will sustain the change, with materials and routines that stay in-house.
Indicators agreed at the outset, so results can be shown to leadership, regulators and students.
Background
I trained in medicine at the Federal University of Santa Catarina, hold a master's in Neuroscience and Behaviour from the University of São Paulo and a PhD in Psychological Assessment from São Francisco University. I began in clinical toxicology and have worked in medical education since 2007 — first as a teacher and coordinator in Brazil, then for ten years at Maastricht University's School of Health Professions Education in the Netherlands, where I coordinated the International Progress Test.
As assessment specialist at the European Board of Medical Assessors, I developed the first international computerised adaptive progress test and advised institutions across Europe, the Middle East and Latin America. Most recently I led Innovation and Academic Quality at one of Brazil's largest private medical education groups, with 15 medical schools.
I am currently Invited Associate Professor at the University of Algarve, researcher at the University of Minho's ICVS and faculty member of the Graduate Program (Master's) in Teaching in the Health Sciences — Programa de Pós-Graduação Stricto Sensu (Mestrado) de Ensino nas Ciências da Saúde — at Faculdades Pequeno Príncipe. I serve as an editor for BMC Medical Education and CERES, and in 2026 completed the Harvard Macy Institute's Leading Innovation in Health Care and Education programme.
Outside medical education, I write fiction as C.F. Collares. Books on Amazon ↗
Speaking
For conferences, opening lectures and academic leadership meetings: evidence-based content, delivered so that it travels home with the audience.
Frequent topics
Publications
Research on assessment, psychometrics and learning, published in journals including Medical Education, Medical Teacher, Advances in Health Sciences Education and BMC Medical Education.
Régua · open resource
An open, free learning tool for anyone who wants to learn statistics, psychometrics, learning analytics, epidemiology and evidence-based medicine — including meta-analysis and survival analysis. Each interactive app shows, in practice, what a method does and how to interpret its results.
From descriptive statistics to regression, ANOVA, generalised linear models and Bayesian statistics.
Validity evidence, IRT, generalizability theory, many-facet Rasch, factor analysis, cognitive diagnostic modelling and adaptive testing.
From logs to variables: machine learning, sequence analysis, networks, process mining, explainable AI and ethics.
Epidemiology, evidence-based medicine, meta-analysis and survival analysis.
Each video is available in English, Portuguese and Dutch.
A short film about Nina, a fourth-year student, and the map that connects what she learned in different drawers — from physiology to cardiology.
A video adaptation of the presentation I gave at the AMEE conference in Vienna in 2026.
From IRT to adaptive testing and neural networks, in plain language — with a tribute to IACAT.
A video that follows the psychometric analysis of a questionnaire, stop by stop.
All four videos were made with the help of Claude Opus 5.5.
When you press play, the video is loaded from YouTube.
Contact
Tell me briefly about your institution and what you would like to achieve. I reply personally.
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