3) Our next step is to measure the long term effects of this intervention. introductory workshop on the history and physical of the female patient using videotaped interviewing and surrogate patients, continuity clinics in gynecology and mental health, and clinical experience in metabolic bone clinic. A yearly community month at an interdisciplinary women's health care center and a breast health month with clinical exposure to oncology, pathology, radiology, and plastic surgery provide additional women's health training. Didactic components include a journal club on landmark women's health studies, women's health seminars and grand rounds, a primary care/women's health didactic month, and a CME women's health conference. Clinical research and community outreach projects are encouraged. A 36-month reading curriculum provides knowledge of core women's health topics. This consists of review articles from reputable journals, now accessible as a web-based curriculum. Clinical and didactic components are integrated into the Internal Medicine curriculum and all Women's Health residents are board-eligible in Internal Medicine at the completion of the program. FINDINGS TO DATE: In July 1997, the program was piloted. Subsequently, highly qualified applicants have filled all 4 annually allotted positions. The ratio of applicants to positions continues to increase with a current ratio of 15:1. Of the graduating residents, 3 are pursuing fellowships, 2 are joining community practices, 1 has become an academic faculty member, and 1 has become a chief resident. KEY LESSONS LEARNED: With both institutional support and interdepartmental collaboration, this program continues its success. It attracts highly motivated and qualified applicants, it is a vehicle of awareness for the medical community through the recognition of Women's Health residents, and it has begun to foster future leaders for the continued advancement of women's health research, writing, and education. This program is a model for integrated and comprehensive women's health training. national demonstration project ± provided the opportunity to introduce medical students to the foundations of population-based medicine upon entry to medical school. Our primary goal is to give students this fundamental skill set prior to their entry into the core clinical clerkships. In sequential fashion, students are introduced to: validity, uncertainty, resource allocation, financing and access, and managing care to enhance quality. DESCRIPTION (3) Managing Care. FINDINGS TO DATE: Students rate the curriculum in terms of content, presentation and teaching materials. Some courses are as highly rated as more traditional biomedical science courses. Unfavorable ratings correlate best with poor course organization. However, perceived``inappropriate'' course content also plays a role. Student assessment maps changes in knowledge, values and attitudes, and includes a variety of traditional and more innovative modalities. Overall, students perform as well in these courses as in biomedical science courses. Preliminary data suggests that students attitudes about managing care may also be changing. KEY LESSONS LEARNED: Interdisciplinary curriculum design, implementation and oversight ± and extensive and ongoing input from students ± have been critical elements in the success of this broad-based initiative. Additional interventions are planned during the clinical curriculum, where the principles introduced in the preclinical years will be reinforced and expanded. Future studies will assess whether this approach influences how students perform as clinical clerks and residents. -The evaluation team has completed the pre-and post-test of the control group and is collecting data on the intervention group. KEY LESSONS LEARNED: -It is possible to collaborate on a large curriculum development project across three medical schools. It is important to define which aspects of the project the schools will collaborate on and which will be done individually.