The effectiveness of peer review in postgraduate medical teaching by hospital consultants using videotape recordings of teaching sessions has been assessed. The technique is useful for routine, infrequent and for 'one off' self-tuition. Participants' assessment of the 'clarity of structure' of teaching sessions and 'abilities to self-analyse' did change but 'mannerisms' did not.The author acknowledges invaluable secretarial assistance from Mrs A. Vowden, financial support from the Claire Wand Fund and Syntex Pharmaceuticals Limited and thanks Dr Alun Edwards for use of the Litchdon Street Surgery assessment scale.