Purpose
A seamless integration of pathology into a pre-clerkship curriculum has been challenging since the move from discipline to organ-based curricula across the world. Reduction in time dedicated to fundamental disease mechanisms make conceptualization and application of pathology particularly difficult. This work explores the potential of Google NotebookLM, in aligning and integrating pathology content into a problem-based learning (PBL) curriculum.

Methods
Documents including the pathology competencies for medical education (PCME), NBME content outline, Blooms taxonomy verbs, curricular structure, NBME item writing guide, and case outlines were uploaded to leverage the source grounding advantage of NotebookLM. A course-wise tabulated breakdown of covered content with gap analysis was generated, followed by higher order learning objectives for each weekly case. The interactive chat was prompted next to create sample assessment items with mapped learning objectives. Topic wise content like own lecture notes and review articles were uploaded to generate learning material for incorporation into facilitator guides. Every output was curated and finalized through iterative expert and peer review.

Results
NotebookLM enabled rapid ideation, and alignment across weeks, preserving faculty intent while reducing redundancies and identifying gaps. Its multi-modal outputs like tables, FAQs, study guides and summaries helped ensure vertical and horizontal integration of pathology into the PBL cases. The tool was particularly effective in scaffolding week-to-week concept progression and simplifying faculty planning.

Conclusion
NotebookLM functioned as a cognitive collaborator, augmenting and not replacing faculty expertise in PBL curriculum development. This faculty-facing model demonstrates how generative AI can streamline content creation, support curricular alignment and reinforce mindful integration of foundational sciences into an active-learning based curriculum.