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Just as many of the diagnostic techniques and therapeutic modalities in use in medicine 50 years ago are no longer appropriate, neither are many of the methods that are used to teach medicine. The medical student of today faces an information overload. The amount of knowledge that must be assimilated has expanded geometrically, to the point that a weekday edition of the New York Times contains more information than the average seventeenth-century professional was exposed to in his or her lifetime." Although problem solving and decision analysis are assuming greater importance because of new technology, these skills are often neglected in favor of rote memorization of proliferating facts." Events in medical education during the past decade have created an impetus and demand for interactive computer-based, self-paced, case-based programs for medical students. Early in the decade, the “GPEP Report" …