'Systems Integration': a middle way between problem-based learning and traditional courses

We sought to obtain through an alternative format some of the well-known be nefits of problem-based learning (PBL) during multidisciplinary teaching in a new modular curriculum at a medical school that had previously rejected PBL. To integrate learning within and between systems-based modules, we dev eloped a series of case studies, each lasting 1 or 2 weeks. Key components are small group, case-based tutorials employing non-expert tutors at the st art and end of each case study, with discipline-based specialist sessions i n-between. Unlike PBL, our programme features tight direction of students' activities, objectives prepared by teaching staff, and extensive feedback/a nswers provided for the students. The Systems Integration course is the mos t highly rated component of the new curriculum by the students. Teachers wh o previously rejected PBL have readily contributed to the case studies and volunteered to act as non-expert tutors. The format offers an attractive al ternative for teachers at traditional medical schools that wish to obtain m any of the benefits of PBL without adopting full PBL.