best thing to do is look at the type of course, how it's taught (PBL/CBL/integrated)
Sorry, this kind of thing bothers me. PBL/CBL/TBL and integrated are not mutually exclusive. I think all medicine courses using small-group learning approaches like those are integrated. In fact, there are very, very few medicine courses that aren't integrated, although the word "integrated" can mean pretty much whatever a university chooses it to mean.
As @SoTiredNeedHoliday is new to this game, I'll just add a glossary:
PBL: problem-based learning. Uses paper-based scenarios including clinical details of presentation, diagnosis and management to cue self-directed learning about a medical condition and its underlying science.
CBL: case-based learning. Again, can mean whatever someone chooses it to mean as long as there is a clinical case involved somewhere. Strictly, it is a form of learning where students are presented with the information a practitioner would have about a patient (notes, test results, radiological images, any management steps already undertaken, etc.) and have to do independent/group research to understand the patient's condition, reasons for investigations, interpretations of results, etc. However, it is also often used to describe lecture-based teaching where a week's learning revolves around a particular patient case.
TBL: team-based learning. A kind of "flipped classroom" approach where students are given resources to study in advance (e.g. a textbook chapter, videos, etc.) and then given a case in the session to apply that learning to.
Integrated most commonly refers to one of two things, which may or may not both be present. First, integration of fundamental bioscience and behavioural/social science learning on a systems basis. So, for example, you might spend some time studying the respiratory system and will study the anatomy, physiology, pathology and therapeutics of the respiratory system and the psychology/sociology/epidemiology of respiratory diseases all together during that time. This is distinct from the - now vanishingly rare - "traditional" approach of having separate, non-overlapping modules/courses on anatomy, physiology, pathology and therapeutics. The second definition of "integrated" is to learn the relevant clinical skills at the same time as the science, so while you're learning about how a patient's condition was diagnosed in a case, you're also learning the practicalities of taking histories, performing examinations, etc., relevant to that case.
Pretty well all medicine courses use a combination of large-group (i.e. lectures) and small-group (seminars/tutorials) learning approaches. There are no exclusively lecture-based or problem-based courses.