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New ways of working predicate new ways of learning. Reports on a workshop which examined facilitated case history discussions as a means whereby a team could share and extend their learning around the common focus of interest ± the patient. Discussion in the workshop focused on``how-to'' aspects of small group facilitation. A question stimulated subsequent enquiry about``privileging voices''. Examines how the facilitation enabled interactive, interprofessional education through an informal form of discourse analysis on the transcripts of the case discussions. The concept of`p rivileging voices'' is demonstrable in the way the authors worked to facilitate the case history discussions.

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