Traditionally, discipline-based education is the most commonly applied educational method for undergraduate education. However, problem-solving in real-life settings requires skills to integrate various knowledge. To educate such skill to medical students, integrative curriculum that includes various disciplines, such as anatomy, physiology, biochemistry, pharmacology and clinical medicine, needs to be constructed. For such purpose, we use team-based learning (TBL) using clinical cases. Unlike problem-based learning (PBL), in which students should find problems by themselves, questions for TBL are prepared by moderators (teachers). TBL can be given after a set of lecture corses, such as endocrine physiology. During the TBL class, after clinical case presentation, teachers give tasks to students, (e.g., "Describe abnormal symptoms and explain why", "Why doctor prescribed this drug?"). Students should discuss within the team (4～6 students/team) to answer such questions by integrating their knowledge obtained through lectures. Then teacher randomly ask students and evaluate as a team so that all students within a team should share the common knowledge and ideas. Using this strategy, various disciplines can be integrated. Students can learn how to integrate their knowledge fo solve real-life setting questions. Furthermore, students can understand the importance to learn basic medicine through such experience.