Summary.This paper describes methods of planning and integrating an introductory course in human behaviour for first‐year medical students, from a primary care perspective. The conceptual model is based on a synthesis of the literature on stress, stress responses and human development. An experiential component integrates didactic material and clinical experience. The teaching methods are based on formats, such as grand‐rounds, used by postgraduate doctors. Specific techniques are described to integrate the diverse components of the curriculum: (1) timing of learning experiences; (2) training of academic staff; (3) preparation of patient volunteers; and (4) use of student representati