The Maternity Continuity Clinic, conducted by obstetrics faculty, helps students versed in basic physician skills to make an obstetrics-gynecology career choice. (IR)

Obstetric patients rated the skills and assessed the roles of students caring for them during a clinical clerkship. They rated skills and attitudes high, generally, with lower ratings for their ability to answer questions and preparation to participate in care. Most felt students improved their care, primarily in supportive ways. (Author/MSE)

The knowledge of and attitudes toward genetics of allopathic and osteopathic physicians of the Mid-Michigan area was studied. The type of degrees made no difference with respect to physicians' knowledge of genetics, while their specialties and years of graduation from medical school had a significant impact on their performances. (Author/MLW)

Elimination of internships as a separate entity will affect the education programs in the departments of obstectrics and gynecology by increasing the faculty teaching time. (Editor/PG)

The changing social milieu has removed the charity patient but not the need for a teaching population. The University Hospital's program is described, in which patients prepaid a fixed, single fee for all obstetrics-related care through the third post partum day. (LBH)

To improve consistency of approach and faculty efficiency while still maintaining the activity of faculty members at remote sites, a "minicourse" at rotating sites was devised for medical students at the State University of New York at Stony Brook. (MLW)

A study showed that although female medical students had slightly lower National Board examination scores on part one and lower grade point averages, they performed significantly better in the obstetrics and gynecology clerkship. Possible factors include women students' interest in women's health care and female representation on the house staff.…

The journal club format offers the resident a unique opportunity to develop specific skills in reading, comprehending, and evaluating medical literature. A course designed for residents in obstetrics and gynecology at the Letterman Army Medical Center and at the University of Cincinnati is described. (MLW)

Over the past eight years the obstetric and gynecology specialty has applied a system model of instructional planning to the continuum of medical education. The systems model of needs identification, preassessment, instructional objectives, instructional materials, learning experiences; and evaluation techniques directly related to objectives was…

A survey of fourth-year students in obstetrics at one medical school confirmed the absence of a liberal undergraduate education and indicated their failure to acquire cultural knowledge during their premedical and medical education. Knowledge deficits extended beyond the humanities to nonmedical sciences and the history and philosophy of medicine.…

Comparison of the scores of 342 third-year medical students on the National Board of Medical Examiners subject examination and the Part II subtest on obstetrics-gynecology found significantly better performance on the former, suggesting a need to interpret the scores differently. (Author/MSE)

The effect on test scores of changing answers to multiple-choice questions was studied and compared to earlier research. The current setting was a nationally administered, in-training, specialty examination for medical residents in obstetrics and gynecology. Both low and high scorers improved their scores when they changed answers. (SW)

The Department of Obstetrics and Gynecology at the Southern Illinois University School of Medicine has devised an evaluation system that not only provides the advantages of oral examination but also attempts to alleviate some of its disadvantages. The system uses oral examination to assess students' content knowledge. (MLW)

A UCLA School of Medicine program compared the results of teaching obstectrics and pediatric neonatal medicine as a perinatal continuum with the results of the traditional separate clerkships and to assess the benefits and liabilities of the use of this integrated approach to teaching. (LBH)

Information used in a brief lecture that introduces a biomedical ethics curriculum in an obstetrics and gynecology residency is described. Major components include theories of philosophic ethics (formalist and consequentialist) and principles of biomedical ethics (honesty, contract-keeping, nonmaleficence, justice, autonomy, beneficence,…