SUMMARYIn medical education the problem‐based approach to learning can be considered as the most significant educational innovation in the past two decades. This paper examines the ways and extent to which health problems have been designed for implementation of problem‐based curriculum. Content analysis of curriculum documents of three problem‐based schools 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 organization, 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 compared. However, there was no uniformity in the sequence of organ‐systems or the health problems. This study provides a framework for the development of problem‐based curriculum in three stages with essential concepts identified for the first stage. Criteria for a balanced selection of problems and problem design features which affect the quality of health problems have been identified. These findings could be of value for those who are in the process of developing or revising a problem‐bas