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)

Describes an instrument designed to identify with considerable agreement appropriate knowledge, skills, and attitudes for gynecology curriculum, relate it to other curriculum content, and determine where it should appear in the curriculum. Focus is on clinical problems to be solved and the underlying processes. (JT)