Background: Random case analysis is a powerful tool for clinical supervision, teaching and assessment. It can identify gaps in knowledge, assess clinical reasoning skills and allow provision of critical and timely feedback.
Objective: In this article, we propose a new framework for random case analysis based on The Royal Australian College of General Practitioners curriculum. The framework also includes an approach to deeper exploration of clinical reasoning by the use of a quadrant of contextual factors - the doctor, the patient, the problem and the system.
Discussion: Using the new framework, the breadth of learning opportunities in the consultation can be explored. These include communication skills and patient centred practice; applied clinical knowledge and tolerance of uncertainty; population health and preventive care; professional and ethical practice; and legal and organisational skills. We believe that this new framework will facilitate greater use of this powerful teaching method in Australian general practice training.