The impetus for a Women’s Health National Collaborative Core Curriculum originated from two opposing trends in undergraduate medical education: the ever-expanding volume of scientific knowledge and a reduction in time available for education. In December 1999, the Committee for University Teaching and Staff Development (CUTSD) awarded the Project a grant to develop a clear and relevant core curriculum in Women’s Health. The document was generated in collaboration with delegates from all eleven Medical Schools in Australia and two in New Zealand, with the support of the Professorial Heads of Obstetrics and Gynaecological Group (PHOGG).

The National Women’s Health Core clearly defines the learning outcomes which undergraduate medical students are expected to achieve, according to the domains of knowledge, skills and attitudes. In addition to the expertise of teaching staff from the Medical Schools in question, the venture has consulted with students, community groups, experts in educational design and boards of accreditation. Hence, the National Core Curriculum in Women’s Health has been constructed with reference to professional and community expectations of the undifferentiated, competent junior doctor who is adequately prepared both for entering early postgraduate clinical practice and for continuing life-long learning. The emphasis on problem-based learning seeks to encourage opportunity for relevant, context-based learning settings for students to become competent practitioners in Women’s Health. However, the Core remains silent on specific teaching- and assessment strategies, which are considered particular to individual institutions.