Okay, seeing as curriculum seems important to you have you taken into consideration the fact that Plymouth run a spiral based curriculum? And that that's something quite unique to plymouth med school (as far as I know). --> This is something I think you should definitely look into if you haven't already, and could really help you sway either way tbh.
'Integrated courses give you the chance to get some early clinical exposure, while still offering the support structure of scientific teaching, which is delivered in the form of lectures and seminars. [...] An integrated course may involve a fair amount of PBL, or none at all.' - quoted from medicportal
^^ That is my understanding of an integrated course, and from what I know, plymouth do integrate clinical teaching early on, especially with local GP and community placements that start in year 1, which then progresses to rotations of hospital placements in years 3 & 4, and then in year 5 you basically shadow an FY1. You also have weekly (or every fortnightly) clinical skills sessions, where you start learning and practising clinical skills such as taking bloods etc from year 1 --> and after talking to some plymouth first years today, depending on who supervises you for your GP placements, you could have the opportunity to actually take blood from real patients (this is a choice, you are by no means forced to do so, especially if you don't feel ready).
Have a look at this document (from page 18 onwards) which has a better breakdown of the curriculum:
https://www.plymouth.ac.uk/uploads/production/document/path/8/8578/PU_PSMD_UG18_PAGES.pdf You are right in recognising that the PBL sessions themselves only make up a small proportion of your timetable, but to be adequately prepared for these sessions it is 'suggested' that you spend almost the same number of contact hours in self directed learning. However, having talked to current PBL students (not just at plym), rarely do students put in the same number of contact hours towards self directed learning, but still feel that they have adequate knowledge. So yes PBL sessions don't take up that much of your time, but expect to spend a much greater portion of your time preparing for the sessions.
In terms of how Plymouth run their PBL, my understanding is that in a fortnight there are 3 PBL sessions. The sessions are divided so that you spend the first session discussing the case given to you, looking at any new terms, medical conditions/ anatomy/ symptoms/ causes/ effects that may be unknown and creating a 'concept map'. For example, today we were given the example of a patient who had a history of high blood pressure, but hadn't requested a repeat prescription in over a year, but was experiencing a lot of stress in terms of risk of losing his job and his house being potentially repossessed. The patient then comes to the GP requesting tablets/ medication to help aid his sleeping patterns due to his lack of sleep. So here, some of the points that would be included in the 'concept map' would be: insomnia - causes and effects, stress - causes and effects (and then we could list causes to include family/ work life etc), hypertension - causes and effects and potential medication for all these --> these would all be things that would be unknown to the PBL group. The concept map could also try to explore why the patient hadn't come back for a repeat prescription in so long. By the end of PBL session, the group would have come up with objectives (this could be few, vague questions, or many, specific questions). For example, objectives after this session could be: causes and effects of insomnia, hypertension, stress and also looking at potential reasons for 'non compliance' from patients. The facilitators will guide you towards the aim of each PBL case (normally each case has a different aim, e.g one aim could be to learn the anatomy of the heart), so there is no need to worry about going off on a tangent or researching unnecessary things.
You would then go and do your own research and make your own notes in response to the objectives. The second PBL session is normally utilised to discuss everyones findings and allow you to add to your notes if you might have missed anything out. An important point to consider here, is that, notes are actually not allowed in PBL sessions (at plym) to encourage students to really understand the information that they have researched and put students in a position to be able to discuss what they've learnt without reciting it --> helps reinforcement.
My understanding of the third PBL session is then approaching the case in a more generic manner, e.g would it have been different if the patient was female? if so, how? I think this is to help detach the learning away from the PBL case and allow you to have much more generalised knowledge regarding similar situations, as opposed to associating all your learning on that topic with that one particular case.
One of the first year med students I talked to today mentioned that they felt that there was a lack of guidance on how to approach PBL sessions at the beginning, but after a while they just sort of got used to it. (just thought that might be useful)
^^^ Regarding the PBL sessions & the way they're taught, this info is what I can remember from today, not necessarily saying everything that I have written is all there is to it/ or 100% true. I'd suggest you contact the admissions department who would then be able to put you in contact with a medical student who can answer any other particular questions you may have.
Seeing as you mentioned that the city itself was a factor that you were taking into account, I just thought that from what I saw today, although Drake Circus is packed with a fair number of shops and is typical of any sort of 'city centre', outside of Drake circus there is almost nothing to do in the city, which for me was a slight let down (coming from a large city). BUT on the other hand, I was actually really impressed with the anatomage table and the whole concept of learning through virtual dissection.