Physiology is s considered as an essential subject in any medical curriculum. There is an increase in studies that showed poor retention of basic sciences in clinical years and students’ perceptions of some parts of physiology as “irrelevant”. This mandated rethinking about physiology teaching methods to improve students’ competence to apply knowledge in clinical practice.Problem Based learning (PBL) is considered as an ideal curriculum where students are able to integrate their knowledge into clinical application and problem solving. However some studies showed no convincing evidence of improved learning using the PBL curriculum. Other studies showed PBL curriculum resulted in significant gaps in students’ understanding of basic physiological concepts. In this study we investigated difference in physiology perception between graduated from faculties adopting PBL curriculum and those graduated from faculties adopting conventional curriculum. We focused on their experience in learning physiology and their self-assessed competence to translate knowledge into practice in their clinical work. 400 self administered questionnaires were distributed among doctors who finish houseman ship residency and sat for a license examination to be registered in Sudan Medical Counsel. As they represented all medical schools across the country. Results: 229 questionnaires were returned for analysis (response rate 57%). Differences between the two groups of graduates was determined using chi-square and two-tailed t-tests for categorical and continuous variables, respectively.BPL based curriculum (n=100 ) and conventional curriculum (n=129 ). PBL graduates studied physiology for longer time than conventional one (p=0.02). No difference in self evaluation for time spent in studying physiology. 52.8 % declared they were satisfied by the time spent in learning physiology (55.8% conventional PBL 49%). 91% agreed that learning physiology is essential for medical practice.While 80% stated they applied physiological concepts during medical practice (83.6% conventional 76% PBL). 51% stated they recalled the information from their undergraduate study (56%conventional PBL. p=0.2). 44% Graduates from both curricula agreed lectures are useful method to study physiology 91% (90% conventional, 91% PBL) . Regarding case study 70% declared it is useful tool to learn physiology (57% conventional 86% PBL p=0.00). So, here in Sudan we concluded that no significant difference was found between graduates from conventional curriculum and Problem based study in perception of physiology clinical relevance, satisfaction about time spent in learning physiology and application of physiological concepts in clinical practice