Content of the medical curriculum is the hottest issuewhich is confronted by most of the educationist, both indeveloped and developing countries. Traditional medicalcurricula were designed in such a vogue that studentshould take benefit of the knowledge of the earlierphysicians and then apply the same to treat his patientwhile stressing on memorization of the differentialdiagnosis, as suggested by the senior physician, basedon their experience. This approach focused on trainingthe future doctors to apply the already searched knowledgein the field without thinking critically about the otherunknown factors influencing the outcome of the treatmentand based on long didactic lectures
