Task-based learning (TBL) supports the notion that learning in medicine can occur most effectively when related to the tasks undertaken by the healthcare profession. This applies in undergraduate, postgraduate and continuing education. In undergraduate education, TBL facilitates vertical integration of the curriculum, introducing relevance and the application of theory to practice in the early years of the curriculum, and providing a strategy for continuing a study of the basic sciences in the later stages. in postgraduate education, TBL enhances the value of on-the-job learning and cart help resolve the conflict between training the doctor and providing a service. In continuing education, TBL can assist the doctor to build repertoires of skills, knowledge and understanding based on continuing practice. Eight aspects of implementing TBL merit consideration: determination of the course aims and objectives; specification of the tasks; preparation of a grid charting aims and objectives for each task; appraisal of the options for introducing TBL in the curriculum; provision of learning opportunities; determination of the role of staff in TBL; the development of study guides; and organization of student assessment.