A method of instruction in gynecology is described that encouraged the formulation of early diagnostic hypotheses, an important part of clinical problem-solving. Students were given a set of clinical clues to help them make broad diagnostic hypotheses. Student ability, results, and student perceptions of the course are provided. (Author/LBH)

Students were taught pelvic examination methods either by use of an inanimate model or use of the model and examination of volunteer gynecological teaching associates (GTAs). Students in the latter group were superior in communication and manual skills, and scored better on recognizing deviant pelvic anatomy. (MSE)

Nonphysician women instructors from a women's health center taught the pelvic examination to second-year Harvard Medical School students. Demonstrating the procedure and acting as subjects, they also showed how patients can be offered explanations of the procedure and their own health during the examination. (Author/LBH)

Against the background of the problems associated with teaching the pelvic examination and the success reported in the literature for using "simulated patients," the uniformly positive student and faculty assessment of the acceptability of using partners as subjects for teaching this examination suggests strongly that this approach is…

Four instructional designs to teach pelvic examinations to second-year medical students were compared: traditional sequence, and practice in premotor, postmotor, and combined premotor and postmotor skill development. Mental practice produced better performance on the abilities to list the examination sequence and record findings. (Author/MSE)

A study of the impact of two methods of pelvic examination instruction on student performance and anxiety revealed no significant difference between the group that used professional patients and the control group that used clinic patients. However, a second anxiety instrument did reveal differences, and the instructional costs for the control…