Curriculum changes have become a common occurrence in medical schools. Initial planning of innovative schools have involved clear identification of the philosophy and goals by competent groups of medical educators. The implementation of such curricula usually depends on teachers from various professional specialities at different locations with little or no idea about the curricular strategy. This article identifies the potential use of curriculum analysis for internal refinement of programmes. A scheme for analysis is also discussed as a frame which could be modified to suit the nature of the medical curriculum.