Abstract Medical Schools in USA and the rest of western world are launching their first major redesign of its early curriculum since the 1980s, integrating multiple disciplines into single courses and introducing earlier clinical immersion and flipped classrooms. It will require medical students to learn more actively, rather than cram and memorize material, and that it seeks to reflect how medicine has changed over the last four decades. Medical curricular change is part of a broader shift in medical education from asking students to memorize material to emphasizing its application. The new paradigm is driven by new innovations in medicine as well as new needs in medicine. Azerbaijan is a central Asian country at the cross roads of Western and Eastern cultures. As a former member of the Soviet Union, Azerbaijan science and education developed in last century on the basis of German-Russian model. However, in recent years, scientific, medical, and education fields are also drawing on American, British, French and Turkish models in developing new research/education standards. In this study we used innovative teaching techniques and modern web-based tools to advance student’s learning and comprehension. These parameters were evaluated in proposing a new paradigm shift in medical curriculum design at Azerbaijan Medical University via discussions, dialogues and planning, envision and strategize future efforts to slowly mold towards short-term and long-term goals. A pilot online course in Medical Microbiology and Immunology was tested for students registered in medicine, dental, pharmacy and public health faculties. Data from student and faculty surveys showed a marked acceptance of the need for a curricular redesign and welcoming paradigm shift.