Making Sense of the PCA Model: Turning Problem Cases into Learning Opportunities

Clinical learning rarely follows a neat script. More often it emerges from the difficult cases – the ones that unsettle us, challenge our assumptions, and force us to rethink how we practise. Years ago, we developed a Problem Case Analysis (PCA) model during a GP Trainers ‘retreat’ in Germany. It provided a structured approach to making sense of these experiences. It works by using the case itself as the “curriculum,” guiding the learner through a reflective cycle that fosters deeper understanding and future growth.

The model is built around five domains, each tapping into key principles of adult learning theory:

1. Define Needs/Wants: Clarify

Key questions: “Why is this a problem for you?” “What about this bothers you?”

This domain gets to the heart of the learner’s agenda. In adult learning, relevance is king – adults are motivated to learn when they can see immediate value (Knowles, 1980). By identifying why the case matters to the learner, the educator ensures the encounter feels personal and worthwhile. Sometimes the need is technical (e.g. uncertainty about investigations), sometimes emotional (e.g. frustration with a demanding patient), and sometimes relational (e.g. difficulty negotiating with colleagues). Surfacing these concerns clarifies where the learner’s energy lies.

2. Explore Understanding

Key questions: “What do you think is going on?” “Have you seen something like this before?”

Here, the learner’s existing knowledge structures come into play. From an adult learning perspective, this step draws on:

Constructivism: adults build new knowledge upon prior experience. Cognitive load theory: if a case is rare but important (a “high-affinity, low-occurrence” scenario, like recognising temporal arteritis or meningitis), learners may struggle because their schemas are underdeveloped. By revisiting similar past encounters, they reduce intrinsic load and strengthen memory traces. Kolb’s experiential cycle: reflection on prior experience (“Have you met this before?”) feeds directly into abstract conceptualisation and future action.

In practice, this step often reveals biases (“I always worry about missing cancer”) or blind spots, which become fertile ground for learning.

3. Define Options: Challenge to Look at New Dimensions

Key questions: “What other ways are there of dealing with this problem?” “This is what I think… how would you feel about using this?”

This is where the educator encourages cognitive flexibility. The learner may be anchored in one way of managing the case, but by introducing alternatives – diagnostic, therapeutic, or communicative – we widen their repertoire.

Here, transformative learning theory is relevant: disorienting dilemmas (such as a case that “doesn’t fit”) can trigger perspective shifts when the learner is guided to explore new frames of reference (Mezirow, 1991). Encouraging multiple options fosters resilience in the face of complexity, and mitigates the “tunnel vision” that can occur under stress or cognitive overload.

4. Summarise & Confirm Understanding

Key questions: “What will you do now?” “How will you handle this type of problem next time?”

This step consolidates learning. The act of summarising is more than repetition – it represents schema reorganisation, where the learner integrates new perspectives into their existing mental models.

Feedback here is vital. Adults value feedback that is specific, respectful, and actionable. Drawing on Vygotsky’s “zone of proximal development,” the educator scaffolds the learner’s performance just enough to push them beyond their current level without overwhelming them. This also reduces extraneous cognitive load, as the learner leaves with a clarified plan and less mental clutter.

5. Future Learning

Key questions: “What have you learnt from this?” “What else do you need to know?” “How will you handle this in future when I’m not here?”

This final domain turns the case into a springboard for lifelong learning. It encourages:

Self-direction: adults prefer autonomy in setting their learning goals (Knowles). Metacognition: thinking about how they learn, not just what they’ve learnt. Forward transfer: preparing to apply insights in new, unpredictable contexts.

A Clinical Example

Define Needs/Wants: The trainee admits they are worried about “missing a heart attack” but also feels the patient is becoming dependent.

Explore Understanding: They recall a previous case of ACS but admit they struggle to balance reassurance with risk.

Define Options: Together, you explore structured risk assessment tools, shared decision-making, and safety-netting approaches.

Summarise & Confirm: The trainee outlines a plan to use the QRISK tool, document carefully, and agree a follow-up strategy.

Future Learning: They commit to reading about “frequent attender” management and plan to discuss psychosocial factors in their next tutorial.

Through the PCA lens, the case is transformed from an anxiety-provoking encounter into a structured learning opportunity, reducing cognitive load and increasing confidence for future practice.

In summary: The PCA model works because it respects the principles of adult learning – relevance, experience, self-direction, and reflection – while providing a clear framework to process difficult cases. It helps learners move from discomfort (“Why does this unsettle me?”) to capability (“How will I manage this better next time?”).

Adult Learning Theories in Action:

• Knowles’ Andragogy (1980):
  Adults learn best when the material is relevant, problem-centred, and connected to their own goals. The PCA model starts with the learner’s agenda, ensuring alignment with this principle.
• Kolb’s Experiential Learning Cycle (1984):
  Learning arises from cycling through concrete experience → reflective observation → abstract conceptualisation → active experimentation. PCA mirrors this cycle by encouraging learners to reflect on past cases, integrate new ideas, and plan for next time.
• Cognitive Load Theory (Sweller, 1988):
  Working memory is limited; learners struggle with high intrinsic load (rare, complex cases) and unnecessary extraneous load (poor explanations, irrelevant detail). PCA reduces this by structuring reflection, linking to prior knowledge, and clarifying next steps.
• Transformative Learning (Mezirow, 1991):
  Disorienting dilemmas – like challenging cases – can trigger a shift in perspective. By exploring alternative options, PCA helps learners reframe their thinking and grow professionally.
• Desirable Difficulties (Bjork & Bjork, 2011):
  Effortful, challenging learning (e.g. grappling with difficult cases) enhances long-term retention and adaptability. PCA encourages learners to lean into discomfort and use it productively.