For accreditation for medical education by JACME (Japan Accreditation Council for Medical Education), a new curriculum in my school has been started from a few years ago. Many departments adopted new integrated medical lectures. In my department, collaborative studies with many departments such as physiology, biochemistry, anesthesiology, psychiatry, or infectious diseases has been carried out. At the edge of these collaborative studies, several horizontal or vertical integration lectures have been planned (ex. Basic principles and clinical use of antibiotics, neurotransmitters and psychotropic drugs, ect …). In particular, I mention a vertical integration lecture of biochemistry, pharmacology, and anesthesiology. The advantage of the integration lectures is that the students recognize basic medical sciences are valid for medical education. However, a lot of effort is required to succeed the lectures. Advanced discussions with all teachers involved in the lectures are needed to remove overlapping contents. Visual effects using moving pictures about medical activities such as operations, anesthesia, or medical practice can cultivate a better understanding for the pre-CC (clinical clerkship) students.