Lessons learnt from implementing blended 'integrated' learning into an undergraduate medical curriculum.

This article was migrated. The article was marked as recommended. This study utilized a mixed-method design involving a cross-sectional survey (n=111, response rate=61%) to compare Year 2 medical student perceptions of content delivered by a Blended Integrated Learning (BIL) approach versus a traditional didactic teaching (TT) approach, plus 2 focus groups to explore learner perceptions of the BIL approach and brainstorm improvements.