This paper explores the feasibility of incorporating personal digital assistants (PDAs) into problem-based learning (PBL) approach in medical education. Method: Database searched was conducted by using relevant keywords. From 1,317 relevant journal articles, 489 articles (37%) are related to the use of PDAs in medical settings, medical education and aspects regarding PDA use in both areas. The appropriate materials were input into NVivo 7 for analysis. Results: Five PDA functionalities (clinical-log, reference, personal information management, communication and special functions) and 8 factors (data security and information privacy, interoperability, scalability and network connectivity, education and training, technology comfort, electromagnetic interference, social acceptance, and maintenance and support) for the incorporation of PDAs into PBL-medical curriculum were identified. Conclusion: A little is known whether PDAs can be incorporate at the beginning of medical study in particular to a PBL-medical curriculum at the University of Wollongong (UOW). Therefore the further study is to determine whether PDAs, their functionalities and influence factors are feasible to deploy into medical education and how possible they can be incorporated to medical education at the UOW.