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located in large academic health centres or hospitals. Clinical training in Africa has largely followed this traditional model, with students based in large central hospitals, aside from occasional forays into the commu-nity. It is conventional wisdom that all elements of clinical practice can be taught in such a context, and students are left to apply the principles learnt there to any other contexts in which they may work. Internationally there has been a move to more community-based training to ensure appropriate training as well as to address workforce is-sues. One such example, the Parallel Rural Clinical Curriculum (PRCC), was initiated in the Riverland region of South Australia in 1997 by the Flinders University School of Medicine. Students spend the entire year 3 (pre-final year) in general practices and regional or district hospitals, being supervised by general practitioners, with gaps being filled by local and visiting specialists. The purpose of this article is to share lessons from a case study of th