At VCU School of Medicine, we applied PBL style of learning to reinforce population health topics to first year medical students through a three part longitudinal case centered on a patient with breast cancer. We then conducted a curriculum review to evaluate students’ perceptions of the PBL. The three-part PBL case followed a 60-year old woman with estrogen receptor-positive breast cancer. In part 1, students explored various public health themes in cancer, including incidence, screening guidelines, and disease clustering through faculty-guided and self-directed research. In part 2, students learned about epidemiology and survivorship through researching HER2-positive recurrence and providing presentations with their peers. Part 3 concluded with a live panel featuring the patient and her family that they were following in the PBL case, allowing the students to reflect on the patient’s experience through written reflection. Following course completion, 185 first-year medical students were invited to complete anonymous course evaluations consisting of 4 and 5 point Likert-scale items and open-ended comments. A total of 156 students completed the evaluation. Overall, 84% rated the course as “good” or “excellent”. Most students (72.4%) agreed that lectures and PBL activities were useful for learning and 86.9% reported high satisfaction with the course being clinically relevant. Students also agreed that assessments aligned with course objectives (92.3%) and that sufficient time was provided for self-directed learning (90.4%). Narrative comments described the PBL as “truly informative and transformative”, “engaging” and helped “demonstrate concepts better”. Revisiting the same patient across multiple learning sessions, combined with self-directed learning, faculty and peer feedback and opportunities for reflection helped students progressively build on their knowledge while strengthening connections between population health and patient care.