There has been a gradual increase in awareness and use of problem-based approaches to learning in medical schools. It is a recommendation of the GMC in Tomorrow’s Doctor (1993). When the learning has been completed it must be assessed. This paper describes an attempt to assess the ® nal-year course in psychiatry by use of the Triple Jump. This is a well-recognized approach to assessment of problem-solving skills (Smith, 1993). The ® nal-year course in psychiatry is of three weeks’ duration and has no formal teaching. It follows a four-week course in the 4th year. During this course, the students are on placement in small groups of two or three in seven psychiatric units. They are given a reading list and a logbook. The primary focus is on perfecting their skills in psychiatry which were acquired in the previous year by direct contact with patients. Their logbook suggests seven types of cases that are necessary to complete the course, and also includes a number of options. Students’ progress on their placement is assessed by the tutor with reference to case preparation and presentation, and their log books. Laterally, the Triple Jump is being used to assess their problem-solving skills. Each student is given a case and is asked to work out a management strategy. As the name suggests, it is done in three stages: Jump I, a primary analysis of the case; Jump II, independent study; Jump III, presentation of the solution to the problems within the case.