Team-based care is vital in primary care where patients often have complex medical and psychosocial needs. However, medical undergraduates frequently struggle to appreciate how healthcare professionals collaborate to deliver coordinated, patient-centred care, despite participation in traditional student sit-ins at individual service stations at our primary care clinics.Each year, eight batches of 18 medical undergraduates from the National University of Singapore undergo primary care rotations in our clinics. Previously, students observed various team members providing one-to-one care, followed by theoretical discussions. From June 2025, the teaching approach was redesigned to include: (1) a nurse preceptor-led briefing on team-based care; (2) continued sit-ins with nurses and allied health staff; (3) a two-hour allied health–led teaching session on professional roles in primary care; and (4) role-play sessions with pre-crafted scenarios followed by debriefing, replacing didactic discussions. Pre- and post-implementation feedback was collected and analysed.This method of instruction has not been used before.Albeit more effort is needed to get the tutors from different domains to come together and teach the module, the results show that the undergraduates were better able to appreciate team-based care for holistic care of our chronic care patients. Gathering domain tutors for every batch of students was initially difficult, but when they eventually saw the benefit of modular teaching on this subject.Students reported markedly improved understanding of team-based care concepts and clearer appreciation of the distinct and complementary roles of healthcare professionals. They found the role-play simulations more engaging and relevant compared to passive observation. Tutors from multiple disciplines noted stronger student participation and insight during debriefings. Pre- and post-implementation surveys further confirmed the better appreciation of team-based care.A structured, experiential teaching approach incorporating preceptor briefings, allied health teaching, and interprofessional role-play significantly enhanced medical students’ appreciation of team-based care in primary care settings. This model, though resource-intensive, offers a replicable framework for other undergraduate training programs.