Purpose In 2023, our institution launched a redesigned medical curriculum with a new Problem-Based Learning (PBL) program for ~230 first-year medical students across two campuses. With 26 PBL groups running simultaneously, dedicated oversight was needed to ensure high-quality cases, effective facilitation, meaningful feedback, and equitable learning experiences. A PBL Oversight Work Group was established to support faculty, strengthen assessment and feedback, and drive continuous improvement. Methods The group included PBL leadership, course directors, basic science and clinical faculty, and, more recently, students from both campuses. Starting five months before launch, members met weekly to guide implementation and improvement. Activities included case development and review; facilitator training and expectation-setting; AI policy development; session observations; learner feedback meetings; and creating facilitator resources. Standardized review tools and faculty development promoted consistent facilitation and learner support across campuses. Results The group maintained strong engagement with minimal turnover despite substantial time commitments. Weekly meetings produced revised cases, facilitator guides, faculty development recommendations, and assessment resources. Faculty and student feedback showed clearer expectations, improved case quality, stronger narrative feedback, and greater confidence in supporting learner development. The collaborative structure identified training needs, addressed concerns, and improved the program. Conclusion A dedicated PBL Oversight Work Group supported implementation and continuous improvement of a large two-campus PBL program. By prioritizing faculty development, consistent assessment, and ongoing feedback, the group promoted learner growth and equitable educational experiences across campuses. This model offers a scalable approach for strengthening developmental learning environments in distributed medical curricula.