In medical education the problem-based approach to learning can be con
sidered as the most significant educational innovation in the past two
decades. This paper examines the ways and extent to which health prob
lems have been designed for implementation of problem-based curriculum
. Content analysis of curriculum documents of three problem-based scho
ols was carried out in a systematic way from identification of unit of
analysis, categorization, sampling, data analysis and interpretation.
The comparative study revealed common areas in curriculum organizatio
n, arrangement of problems in stages, problem selection criteria, and
basic concepts in the early stages of the curriculum. About one-third
of the health problems were found to be similar in the schools compare
d. However, there was no uniformity in the sequence of organ-systems o
r the health problems. This study provides a framework for the develop
ment of problem-based curriculum in three stages with essential concep
ts identified for the first stage. Criteria for a balanced selection o
f problems and problem design features which affect the quality of hea
lth problems have been identified. These findings could be of value fo
r those who are in the process of developing or revising a problem-bas
ed curriculum.