Mie University School of Medicine has adapted problem-based learning (PBL)-tutorial education to students in the 3rd and 4th grades. The PBL program has 10 units. Each unit focuses on specific disease areas. For example, unit 1 focuses on infectious diseases, whereas unit 2 is designed for cardiovascular and hematological diseases. Each unit consists of 2 or 3 cases with the diseases focused on the unit. In each case, students are provided with a document that contains information about the patient. Each student makes a portfolio based on the information within a few days. They then discuss the case in a small group consisting of 7 or 8 students. After the group discussion, additional information is provided to students. Each student again makes the portfolio based on the information within a few days and then discusses the case in the same group. During the unit, lectures from the standpoints of basic and clinical medicine are given to help students deepen their knowledge about the diseases. Lectures from pharmacological standpoints are also incorporated into the PBL program. In this symposium, I would like to discuss the role of pharmacology in the PBL program, focusing on the horizontal and vertical integration in medical education.