A MAJOR MEDICAL CENTER CONDUCTED A SERIES OF EXPERIMENTAL STUDIES CONCERNED WITH THE USE OF CLOSED CIRCUIT TELEVISION INSTRUCTION IN THE CURRICULUMS OF MEDICINE, DENTISTRY, PHARMACY, AND NURSING. THE SIX STUDIES REPORTED WERE (1) OVER 300 HEALTH SCIENCE TELEVISION PRESENTATIONS WERE PRODUCED, PRESENTED TO STUDENTS, AND EVALUATED. REPORTS WERE MADE AT THE CONCLUSION OF EACH PROGRAM. THE EFFICIENCY OF TELEVISION IN HEALTH SCIENCE EDUCATION IS DESCRIBED IN TERMS OF TELEVISION'S CAPABILITY OF IMAGE MULTIPLICATION, MAGNIFICATION, ASSOCIATION, TRANSFORMATION, AND MEMORY, (2) HOME AND HOSPITAL VIEWING OF CONTINUING EDUCATIONAL BROADCASTS WERE INVESTIGATED UNDER THREE PRESENTATION-RESPONSE CONDITIONS. INDIVIDUAL VIEWING AT HOME WAS FOUND TO BE SUPERIOR TO GROUP VIEWING AT THE HOSPITAL. NO DIFFERENCES WERE FOUND FOR THE PRESENTATION-RESPONSE CONDITIONS, (3) A MEASUREMENT WAS MADE OF ACHIEVEMENT IN SCIENCE REASONING FOR PHYSIOLOGY. THE TELEVISED INSTRUCTOR-DEMONSTRATION APPEARED AS EFFICIENT AS THE LABORATORY EXERCISE, (4) AN INVESTIGATION WAS MADE OF THE DECREASE IN RETENTION OF TELEVISION PRESENTATIONS DURING THE DELAY BETWEEN DENTAL LABORATORY INSTRUCTION AND APPLICATION. NO DIFFERENCES WERE FOUND BETWEEN GROUPS RECEIVING INSTRUCTION BY TELEVISION AND ILLUSTRATED LECTURE, (5) STEP-SIZE WAS INVESTIGATED IN TELEVISION PRESENTATIONS ON DENTAL TECHNIQUES, AND (6) THE EFFICIENCY OF TELEVISION PRESENTATIONS EMPLOYING SUBJECTIVE AND OBSERVER CAMERA ANGLES WAS INVESTIGATED. (TC)