It was rather refreshing to read a book which has adapted a problem-based learning approach with case-based discussions. The modern undergraduate and postgraduate curriculum is increasingly adapting this methodology of learning. The learning would also suit mini clinical examination, which is used for assessment. The approach to the chapters with a clinical history, examination findings followed by investigations is what we do on a daily basis. However, the thinking for possible differential diagnosis and management may differ based on the knowledge and experience of the individual caring for the patient. Each chapter addresses this issue by starting with the case history, examination and investigations. Pertinent questions follow with appropriate answers. The answers are practical approach to the case and are enhanced by detail medication tables, suitable illustrations and flowcharts followed by references for further knowledge enhancement. Key Features: Medical education is unique in the sense that it not only involves theoretical knowledge transfer but also skill transfer. Beside clinics, grand rounds, daily ward rounds, case discussions all aim at this skill acquisition by the leaners. This book aims at providing this skill transfer exercise in the form of detailed case discussions, which are of extensive use for both undergraduate and postgraduates. One more uniqueness of this book is the discussion on intensive care unit (ICU) rounds, postoperative ward rounds, examination of a sexual assault victim, cardiac disease in pregnancy discussed by both cardiologist and the obstetrician, some frequently encountered issues like vulval hematoma, fever in pregnancy, role of bedside ultrasound in obstetrics, discussion on invasive fetal procedures, etc.