The objective of the current project is to describe the process by which neuroscience course content is selected in a highly‐integrated, clinically‐focused, systems‐based curriculum. With newly conceived integrated systems‐based curricula, where students get increased clinical exposure starting with year one, this often means less time spent covering foundational science principles. It is in this light that decisions on what material is necessary to prepare students for neurology clerkships and for performance on the United States Medical Licensing Examination (USMLE), must be made. In other words, it is no longer possible to ‘cover it all’ before starting the clinical phase of medical education. In order to determine course content in a structured and deliberate way, the faculty as the Oakland University William Beaumont School of Medicine (OUWB) was divided into 16 Discipline Teams. One of the tasks charged to each Discipline Team was to develop a Master List of topics that must be covered at some point in the pre‐ clerkship phase of medical school. The creation of a Master List is a critical first step in creating, implementing and evaluating any systems‐based integrated curricula. Neuroscience course content on Moodle (course management system) was evaluated against the Master using an iSEEk word count, indicating the course covered 88% of topics. The First Aid (FA) books are the most widely used board preparation materials; their content was similarly evaluated, the books covered 83% of topics. Areas in the OUWB neuroscience course that may be lacking were identified and will be programmed in for subsequent iterations of the course.