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Not long after its inception, the undergraduate medical program at the University of Transkei (UNITRA) departed from the traditional hospicentric medical education approach to one tailored around a Community-Based Medical Education (CBME) curriculum adopting the Problem-based Learning (PBL) pedagogy. This article reflects on the experiences of the faculty in establishing and implementing CBME, exploring what it has meant to train medical students in the community. It further appraises CBME bydoi:10.3402/meo.v11i.4605 pmid:28253780 fatcat:k6e2e2xrergdfeppm7e52w2ix4