Abstract
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.