Integrated, systems-based.
Includes student-selected components, giving you the chance to study an area of your choice.
As explained in the website overview of teaching methods, this medical school uses "a systems-based approach, and is part of a fully integrated course that focuses on normal and abnormal structure, function and behaviour, basic and clinical sciences and hospital and community perspectives on health..... The systems are taught in a way that integrates theoretical, practical and clinical aspects. This comprises lectures, anatomy dissection, clinical skills, laboratory work, small group work, placement exposure and private study time."

Early clinical experience
Emphasis on communication skills
Problem-based learning
Formal lectures play relatively small part in curriculum compared with more traditional programmes
As explained in its overview of teaching methods, Problem-based learning is a "central element of the medical curriculum.... PBL involves groups of eight to ten students working together to understand and explain the central issues of a problem under the guidance of a tutor. Effective teamwork is essential for PBL, and undertaking independent research and presenting your findings to the group will help you retain the information, developing your communication skills. The early use of clinical scenarios will help you apply your knowledge."

Inegrated, systems-based curriculum.
Early patient contact. 
Anatomy is delivered via dissection, prosection, ultrasound sessions, and augmented reality technology.
As explained in its overview of teaching, "BSMS offers a distinctive and innovative course that prepares its graduates to enter an ever-changing and developing world of healthcare. On our course, you'll have early clinical contact with patients and carers, and interactions with health professionals in the hospital and community settings.... And you'll develop the essential knowledge underpinning clinical practice in medicine. Anatomy is taught by full cadaveric dissection, allowing you to turn theory into reality. We're proud of the quality of our teaching, reflected in our consistent position among the top medical schools in the National Student Survey."

Divided into 2 phases over 4.5 years
Phase I is basic science, phase II is clinical rotation
As explained in its overview of teaching methods, the key curriculum philosophy is 'guided learning': "We will help you to reach ... outcomes through an integrated set of learning experiences, some of which are structured by us to get you started, and, crucially, others which you must structure for yourself, so that you make your individual journey towards the outcomes. Our aim is to provide you with the raw material you need and the stimuli to build your understanding from that base.... Group work at Buckingham is not however 'problem based learning' as used in some other medical schools. You will not have to hunt out material as a group. What you have to do is to help one another discover understanding by active discussion of ideas through joint problem solving."

Integrated, in a spiral curriculum.
Case-based learning (CBL), revisiting core themes every year in more detail.
As explained in its overview of teaching methods, "We use a blend of teaching methods with small group teaching and case based learning. Learning is supported and reinforced by a coordinated programme of lectures, seminars, practicals, lab and clinical skills sessions, and relevant clinical experience.... Case based learning is a structured and supported method of learning. This method of learning in the clinical context makes it easier to recall knowledge. You will learn practical clinical skills such as communication, examination and practical procedural skills in clinical skill centres. Communication skills are taught by using actors who are trained to behave as patients."

Integrated, spiral curriculum
Early clinical exposure.
Hybrid model of CBL.
As explained in its overview of course teaching,  "The programme utilises a wide variety of different teaching and learning opportunities. It will be delivered through a combination of lectures, seminars, science-based practical sessions, clinical skills and simulation sessions, tutorials and clinical placements in local healthcare settings. The main educational approach across the first two years will be a hybrid model of case-based learning and team-based learning to equip you with essential inquiry, critical thinking and problem-solving skills. A spiral curriculum will be adopted, enabling you to revisit topics, build on previous knowledge, link theory to practice, and gain increasing confidence. Students will be required to access learning materials via an electronic smart device."

PBL style teaching, with focus on small group work.
First 2 years pre-clinical, final 3 years clinical.
No dissection or prosections (see explanation of using after 2018 only plastinated human tissue in teaching anatomy)
As explained in its overview of teaching, this medical school uses PBL in "small groups for teaching ... where you’ll be taught to challenge, stretch, reward and empower yourself. This small group approach also means you’ll be prepared for working in a multi-professional clinical team in the NHS.... Ways of learning [include] lectures, which focus on specific subjects relevant to the cases you are studying and often involve external experts; Problem based learning (PBL) where you discuss case units and develop learning objectives; community placements..."

Students are based at either Hull or York.
Clinical rotations begin from 3rd year. "You will predominantly use prosections and plastinated specimens to learn anatomy from donated bodies:"
As explained in its overview of teaching, this medical school keeps "problem based learning at the heart of our curriculum. The main emphasis of problem based learning (PBL) is on small group working, centred – as the name implies – around a ‘problem’ or scenario. These scenarios are hypothetical patient cases. PBL allows you to form strong relationships, learn how to communicate effectively in a group and work as part of a team to tackle problems – developing skills that will be invaluable throughout your medical career. Our PBL groups are facilitated by experienced clinicians with a passion for education, who will facilitate and guide your learning while also providing pastoral care and support."

Early clinical experience.
Integrated communication and clinical skills teaching.
Practical sessions, including dissection.
Problem-based-learning (PBL), lectures, and seminars.
As explained in its overview of teaching, "Problem-based learning is one major component of the Keele curriculum. Students work in small groups to study written descriptions of clinical situations. Using a specific set of study skills, students use those scenarios to guide them towards relevant theoretical and practical learning. Normally, each scenario is the focus for learning for a week, with two tutorials (tutor in attendance) devoted to it. This process starts at entry to the medical school. From Year 3 onwards PBL develops into case-based learning where the written scenarios are augmented using discussions of patients encountered by students in their clinical placements."

Integration of medical science with clinical teaching throughout.
Mandatory intercalated BSc in year 3.
Mixture of lectures and seminars, including cadaveric dissection.
Small group and case-based teaching in clinical blocks.
As explained in this medical school's summary of its course structure and teaching programme, King's "provides an innovative and integrated curriculum ... of medical science with clinical teaching throughout with focus on learning in close contact with patients.... [Years 2 -5 include] small group and case-based teaching in clinical blocks."

Years 1 & 2 taught through lectures, dissection classes and tutorials, with self-directed learning increasing with the amount of time spent on placement.
Placement near full time for years 3-5.
As explained in its overview of teaching, Leeds medical school "combines thorough training in the medical sciences with a strong emphasis on communication and practical skills. .... You’ll have early patient contact and ... our Patient Carer Community contributes to teaching, learning and assessment, giving our students invaluable insight into the experience of people with a medical condition or disability, and their carers. We are also top 10 in the UK for our research power. We use technology to support learning anywhere. We’re national leaders in mobile learning and staff and students have created several successful apps."

Students apply to the University of Nottingham and choose the Lincoln pathway.
Faculty from Nottingham and Lincoln involved in medical student education.
Early interaction with patients.
As explained in its overview of teaching methods, "teaching and learning methods used on the Medicine programmes take many different forms. Examples of these include anatomy sessions, case-based learning, clinical relevance sessions, clinical skills sessions, eLearning, lab sessions, lectures, placements, practical classes, self-study, seminars, and tutorials."

Study in Europe option unique to Manchester.
Dissection, Lectures, PBL, self-directed learning, early clinical experience.
Intercalation after years 2, 3, or 4.
As explained on the website overview of teaching and learning, "We use a wide range of learning techniques, but the key Manchester approach is the study of themed case discussions in small groups where you are a proactive learner. This is supported throughout your course by lectures, practical classes (including anatomy dissection) and clinical experience."

Integrated, systems-based curriculum.
Early clinical exposure and scenario-based learning.
As explained on this medical school's website, "Teaching takes place over a series of lectures, seminars and workshops, using whole-body cadaveric dissection, cadaveric prosections, anatomical models, bones, surface anatomy, ultrasound, radiological imaging, screencasts, anatomy apps and workbooks."
As noted in its overview of course methods, teaching is "organised into modules based on body systems.... Working in small groups, you’ll use problem-based learning (PBL) techniques to apply your learning to virtual scenarios and will be complimented each week with teaching in primary care, where you will meet patients that can bring these scenarios to life.... Your learning will be supported by a weekly programme of lectures and seminars, and complemented by attachments in secondary care hospitals, some of which may be residential."

First 3 years are part of pre-clinical tripos, culminating in BA.
Final 3 years are clinical.
As explained in its overview of pre-clinical teaching, students during pre-clinical years learn through "a series of lectures, practicals and college tutorials [that] ... provide you with the knowledge and understanding that you need to make a start in clinical medicine. The course will provide you with an understanding of science and of scientific method that will both prepare you for a world where medical practice is rapidly evolving and enable you, perhaps, to make your own distinctive contributions to that evolution."
As described in its overview of clinical teaching and learning, during these latter clinical years there is "emphasis on self-directed learning and evaluation of medical literature ... you are expected to become competent in searching for and evaluating information, so that you are equipped to assess advances in medical practice throughout your professional career. The core clinical curriculum is taught and assessed during the first two and half years. During the last six months of the course you pursue subjects of interest including your elective...."

Integrated curriculum, with early clinical contact.
Case-based learning.
Whole body dissection in state-of-the-art facilities.
As explained in its overview of teaching, this medical school "Early clinical contact with patients in first year; whole body dissection in state of the art facilities; student selected components with a wide range of choices throughout the medical curriculum; Case-based learning in years 1-4 that integrates clinical, biomedical and behavioural science ; excellent clinical contact in primary and secondary care settings at all levels of the course"

5 year integrated and systems-based course.
Intercalation between third and fourth year.
As explained in its overview of teaching style, Southampton medical school adopts " a flexible approach to learning, using a range of methods designed to encourage multi-faceted, integrative, deep learning....  By blending innovative approaches with established techniques, we offer a variety of specialist teaching and learning methods, all of which are supported by virtual learning environments."

Case-based and problem-based learning, tutorials, lectures, anatomy sessions, and self-directed study.
Clinical work introduced from the beginning of year 1 through short community placements
First 2 years focus on clinical science, clinical attachments begin in year 3.
As described in its Medicine programme specification, teaching methods include: "Small group work, lectures, expert tutorials, clinical and communication skills workshops, self-directed work, online learning reading, staff feedback and supervision, clinical placements. Problem based learning (PBL) and case-based learning (CBL), clinical placements."

6-year course, including mandatory intercalated BSc in year 3.
Lectures, seminars, tutorials, small group work and lab work.
Systems based learning is delivered as a series of sequential, integrated, systems based modules.
Anatomy taught through a combination of dissection, prosection and computer simulation.
As explained on the website overview of course structure, "The MBBS programme aspires to educate the 'UCL Doctor': a highly competent and scientifically literate clinician who is equipped to practise patient-centred medicine in a constantly changing modern world and has a foundation in the basic medical and social sciences. Each year is comprised of a number of themed integrated modules with Clinical and Professional Practice modules running vertically through the programme."