ABSTRACT
Discussion of problem cases with colleagues can be very useful, and happens sporadically in many practices. Discussion of cases picked at random, that did not cause problems, can be even more useful and can help to unearth blind. Two common tried and tested methods frequently used by trainers and registrars when teaching and learning about the consultation are problem case analysis and random case analysis. Problem case analysis is an extension of what goes on in many practices over coffee, lunch or clinical meetings. Scheduled time for learning, focused on problem cases, will mean that there is protected time to discuss them. Random case analysis can sometimes be even more interesting than problem case analysis. At the end of the time reviewing random cases, it is a good idea to allow time for summarising what has gone on, reflecting on what has been learnt and flagging up any learning needs that have been identified but not addressed in the session.
