This volume is part of a series of 18 monographs on service learning and the academic disciplines. Essays in this volume focus on understanding how service-learning in medical education differs from traditional clinical medical education. After an Introduction by Sarena D. Seifer, Kris Hermanns, and Judy Lewis, essays in Part 1, "The Broader Context for Service-Learning in Medical Education," analyze trends in the health-care system and the relevance of community-oriented primary care and continuous quality improvement to service learning; titles are: "The Changing Health-Care System and Expectations of Physicians" (Edward H. O'Neil); and "Toward Building Communities of Commitment: Integrating Community-Oriented Primary Care and Continuous Quality Improvement into Service-Learning" (Deborah Gardner, Andrew Schamess, Doreen Harper, and Denice Cora-Bramble). Chapters in Part 2, "Designing and Implementing Service-Learning in Medical Education," describe model programs and courses that embody different approaches to and respond to different challenges in integrating service-learning into the medical education curriculum; titles include: "Partners in Health Education: Service-Learning by First-Year Medical Students" (Joseph F. Walsh, Jennifer Sage Smith, G. Christian Jernstedt, Virginia A. Reed, and Sara Goodman); "Medical Students Go Back to Kindergarten: Service-Learning and Medical Education in the Public Schools" (Kate Cauley, Elvira Jaballas, and Betty Holton); "Service-Learning in Medical Education: Teaching Psychiatry Residents How To Work with the Homeless Mentally Ill" (Richard C. Christensen); "An Interdisciplinary Service-Learning Community Health Course for Preclinical Health Sciences Students" (Daniel Blumenthal, Meryl S. McNeal, Lorine Spencer, JoAnne Rhone, and Fred Murphy); "Service-Learning Opportunities at The Ohio State University: The Community Medicine Rotation and the Community Project" (Franklin R. Banks and Catherine A. Heaney); "University of Connecticut School of Medicine: An Urban Partnership" (Judy Lewis); "Initiating, Maintaining, and Sustaining Community Partnerships: Developing Community-Based Academic Health Professions Education Systems" (Bruce Bennard, Bruce Behringer, Carol Gentry, Mary Jane Kelley, Paul E. Stanton, Jr., and Wanda Vaghan); "Integrating Teaching, Research, and Service at East Tennessee State University: Action and Accountability in Communities" (Joellen B. Edwards, Joy E. Wachs, Sheila M. Virgin, Bruce A. Goodrow, and James E. Florence); "A Community Partnership in Service to the Homeless: University of Pittsburgh and the City of Pittsburgh" (Thomas P. O'Toole, Joyce Holl, and Paul Freyder); and "Student-Initiated Community Service: The Community Health Advancement Program" (Sharon Dobie, Bonnie Beck, Melinda Tonelli, Charlene Forslund, Connie Huffine, Deborah Kippen, Diane Staheli, and William Hobson). Part 3, "Service-Learning Research and Evaluation," focuses on approaches and strategies that medical schools can use to prepare their graduates for practice in the envoling health-care system; titles include: "The Socialization of Medical Students in a Preventive Health Service-Learning Experience" (JoEllen Tarallo-Falk) and "Evaluating the Impact of Service-Learning: Applications for Medical Education" (Sherril B. Gelmon, Barbara Holland, Beth Morris, and Amy Driscoll). An annotated list of service-learning resources organized by programs and organizations, by website, and by print source and topic is appended. (All papers contain references.) (SM)