OBJECTIVE: Problem-based learning (PBL) relies upon trigger material, often a paper case, to stimulate self-directed enquiry and group discussion. We describe the process of writing a PBL case based upon a patient's narrative account of her experiences of psychiatric illness, and the possible benefits of that collaboration for the patient, as well as for student learning. CONCLUSION: Real patients are under-utilized in teaching, as are their narratives, and both are believed to be resources worthy of further attention.
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Chur‐Hansen et al. (2004) studied this question.
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