About Us
The gap between knowing medicine and applying it under pressure is not a confidence problem. It’s a training problem.
Medical education is organised by diagnosis. Patients present with symptoms. That disconnect sits at the centre of diagnostic error and diagnostic delay in acute medicine – and almost nobody teaches doctors how to bridge it.
The Problem We Saw
Medical training builds pattern recognition. The acute take demands reasoning.
From medical school through to MRCP, the system trains you to match patterns. History, examination, investigations, diagnosis. When the pattern fits, it works.
But on the acute take, the pattern often does not fit. Presentations are undifferentiated. Information is incomplete. You are managing multiple patients simultaneously, making decisions under time pressure, with cognitive load that textbooks never account for.
Some consultants reason through these situations with visible structure. They think in branches, categories, systems. Others order investigations without clear direction, often because they are relying on the same pattern matching that works in calmer settings, and it is not holding up.
That difference is not experience alone. It is method.
Happy Medics Founder and Lead Educator
Meet the Founder
Dr Ahmed Kazie
– Acute Medicine Doctor, NHS
“I know what it feels like to not have a system.
As a medical student, I would get quizzed on the ward round and freeze – not because I had not revised, but because I had no structure for working through the question. As a foundation doctor, that same problem followed me to the acute take. A patient in front of me, a presentation that did not fit what I had memorised, and no reliable way to reason through it.
The teaching I received fell into two categories. Some seniors would hand me patterns: A plus B equals C, this is the diagnosis, you should know this. A few (the best teachers I worked with) did something different. They showed me how they thought. They had frameworks, systems, a structured way of approaching a presentation that meant they were not guessing, even when the case was unfamiliar.
I was always calmest on shifts where I knew the reasoning, not just the answer. That realisation changed how I practised. Over time, working through nights, referrals, and hundreds of undifferentiated acute presentations, I started building structured diagnostic frameworks for the complaints I saw most, and testing them against the evidence base and current guidelines.
Those frameworks became Happy Medics.“
WHAT HAPPY MEDICS TEACHES
A comprehensive acute medicine course built on structured diagnostic reasoning.
The Acute Medicine Course covers seven modules – Dyspnoea, Chest Pain, Sepsis, Headache, GI Bleed, Falls and Collapse, and Electrolyte Disturbances – with 14 diagnostic frameworks across 14 hours of on-demand teaching, plus a full-day live session focused on case-based clinical decision-making.
Every module is aligned with current UK national guidelines including NICE, BTS, and ESC recommendations. Every framework takes a presenting complaint and gives you a structured method for generating a differential, directing investigations, identifying red flags, and making defensible management decisions.
The frameworks are not algorithms. They do not replace clinical judgement. They give your reasoning a repeatable structure that holds up whether it is 10am or 3am.
CPD-accredited. Up to 21 CPD points.
What Doctors Say
From doctors who have completed the course:
“We normally see guidelines but struggle to gather and apply them clinically. The presenter explained and connected everything, making it easy to apply in practice.”
“A very well-delivered workshop with clear, practical teaching that improved my confidence in assessing and managing acute medical presentations.”
“Case frameworks prevent anchoring.”
“General frameworks provide great overview and approach to difficult cases.”
“The case examples at the end were excellent for pulling everything together in a practical way.”
“Explaining and structuring the content clearly, answering questions quickly, involving us throughout, and highlighting the most relevant information.”
100% of participants said they would recommend the course to a colleague.
Who This is For
Designed for doctors on the acute take.
The teaching is designed for doctors managing undifferentiated patients in acute and general medicine – Senior Clinical Fellows, Medical Registrars, and Internal Medicine Trainees.
Foundation Doctors, IMGs, and Advanced Healthcare Practitioners working in acute or general medicine settings are also welcome.
If you are already managing acute takes and want a more structured, evidence-based approach to diagnostic reasoning, particularly for presentations that are not textbook, this was built for you.
Ready to join?
How to get started
If you want to see what framework-based reasoning looks like before committing to the full course, join the free diagnostic reasoning workshop. It is live, interactive, and covers one complete framework applied to real cases.
If you are ready for the full course – seven modules, fourteen frameworks, a full-day live session, and up to 21 CPD points – you can join directly.
