Several intensive, one-day workshops have been conducted to convince medical faculty members of the effectiveness of programed instruction texts and to acquaint them with techniques for writing such texts. Earlier studies had demonstrated, through comparison of attitude and performance test results from program-instructed and control-group medical students, that programed texts are more effective than conventional methods in teaching clinical patient management. The strategy of the workshops involved placing professional, teaching physicians in the role of students learning through the use of programed materials, with the expectation that they would be better prepared to develop programed materials with the learners' problems in mind. It was especially important to show that programed instruction courses should have realistically limited objectives and that medical students can be quite adept at writing and evaluating such materials. Those workshop participants who wanted more experience in writing programed texts were invited to spend a full week doing so at the Medical College of Georgia. Appendices include, among other items, lists of workshop dates and participants, complete transcripts of questionnaire responses for two workshops, and the full 124-page course workbook "Programed Instruction in Teaching Patient Management." (RM)