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The Faculty of Medicine, University of Gezira (FMUG) was established in 1975 in Wad Medani, the Capital of Gezira State. It is the second oldest medical college in Sudan. FMUG is the first school adopting the community- oriented' community based and problem-solving strategies in the country and is a pioneer in this innovative type of education all over the globe (http://med. uofg. edu. sd/ar/). Whereas, Faculty of Medicine, King Fahad Medical City (FOM, KFMC) http://www. kfmc. med.sa/AR/Departments/FOM/Pages/default. aspx in 2005 adopted the PBL approach to medical education because of its proven advantages. It makes learning more interesting by making it student centered' dynamic, and highly interactive. Instead of giving students facts to learn, it teaches students how to look for those facts from the relevant sources. The methods of knowledge discovery used in the PBL system prepare the student to be an independent life-long learner with curiosity to learn what is new and with a systematic and methodological mind that can sort through a lot of information to reach the desired knowledge and wisdom (Engel C.E. (1991). Methods: The two curriculum was evaluated and the curriculum principles includes: PBL, integration, community based, self-directed learning, peer education, small group discussion, seminars, didactic Lectures, field visits and training in rural hospital Detail of curriculum and the number of students graduated will be discussed. Result and discussion: Twenty-one credit hours of the curriculum are devoted to rural development as field training research, primary health care and rural residency in the faculty of medicine, University of Gizira. The curriculum principles of Faculty of Medicine, King Fahad Medical City include allied medical phase, organ system phase and clinical phase. Relevant course and blocks for Faculty of Medicine, University of Gezira includes doctor and society, field training research and rural development, endemic diseases and rural residency. Graduated doctors and specialists are highly qualified to solve health problems at the level of the individuals, families and community with a high competence in knowledge and skills, with emphasis in applying the code of medical ethics (Murray, I. and Savin- Baden, M. (1999)). The enrollment of students increased steadily compared to the traditional schools. Reason for success includes relevance of the curriculum, team work, social acceptance and graduate competency (Schwartz, P. (2001).
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