The fundamental structure of medical student education is in a state of change with many schools either considering or in the midst of developing integrated curricula. Often, the goal of this redesign is to blend basic science learning with clinical learning and in some cases to also blend clinical learning experiences and forego traditional clerkships. Reconfiguring science and clinical learning activities offers the potential to strengthen knowledge and practice skills. Integrating clinical training can highlight best practices, team care, and also reinforce learning. At the same time, however, integrating clinical specialties poses logistical challenges and may de-emphasize concentrated exposure to any one particular field at a time when students must consider career choices. The University of Wisconsin School of Medicine and Public Health (UW SMPH) has developed a new, integrated 4-year curriculum that began recently. This new curriculum blends basic sciences with clinical science learning and also uses highly integrated clinical courses that focus on systems, settings, and perspectives of care, in lieu of traditional clerkships. Community and public health are emphasized and integrated in the curriculum and continuity “threads” are incorporated throughout the 4 years to address global learning competencies. This session will give an overview of the new integrated curriculum at UW SMPH and highlight family medicine learning activities and experiences in this curriculum. It will describe in depth the new, required third-year course that integrates family medicine with outpatient internal medicine and psychiatry, community health, and basic science concepts. Strengths and challenges of an integrated curriculum will be discussed as a group, with sharing of ideas and experiences. Important topics will include approaches that best utilize interdisciplinary and intraprofessional teaching, how to highlight use of blended/online learning, and maintaining family medicine’s identity in an integrated curriculum. Presentation Objectives: •Identify models of interdisciplinary and intraprofessional teaching in an integrated curriculum that reinforce medical student learning, while maintaining opportunities for career/specialty exploration. • Discuss approaches to blend learning from online, clinical, and small-group activities to enhance knowledge and skills development. • Describe strategies to address the logistics of transitioning to a new clinical course and curriculum.