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Introduction: This article describes the implementation of problem-based learning (PBL) during four weeks of clinical training in the Department of Obstetrics and Gynaecology, H:S Hvidovre Hospital, University of Copenhagen. Materials and methods: Semi-structured questionnaires were used to collect data. PBL was given to 47 medical students in six different groups. Tutor training in the PBL method was offered to 35 doctors. Twelve doctors participated in a course on PBL, and six of them decided to be PBL tutors. Results and discussion: Data were collected for one year, during which PBL was used in students' learning. It was found possible to implement PBL within the traditional curriculum. The students were satisfied with PBL, and all those participating suggested that the department continue to offer it. The case histories appraised by the medical students were expected to be relevant to their final assessment in obstetrics and gynaecology and in their future work as doctors. Students in four of the six groups found that PBL encouraged them to reflect more. A possible explanation for the two other groups' being less satisfied might be a conflict with their studying for their final examination and problems with one of the tutors. The twelve doctors who attended the teaching course on PBL all indicated after the course that they found PBL to be a useful teaching method. Their biggest concern was the time needed for the PBL training and as PBL tutors. The six doctors who were trained as PBL tutors all found that the course prepared them well to be tutors.

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