Table 1.

The prompting questions for the semi-structured interviews for each group

I	Curriculum designers
	A	What is the meaning of ‘competences’ in the curriculum?
	B	What is the meaning of ‘research-based program’?
	C	What is the difference between competences and skills, and between clinical skills practice and actual clinical teaching?
	D	Why does the program implement PBL with cases and projects? What is a case and what is a project?
	E	Why do the students learn about all organs at least twice (cyclic learning)?
	F	What do you expect of projects in conjunction with international partners?
	G	What is a portfolio?
	H	How do students implement new technology in the treatment of medical diseases? Where this does occur?
	I	How are the basic clinical sciences integrated in the modules?
	J	How are the normal-abnormal human body functions integrated in the modules?
	K	Why do medical students need to learn basic sciences?
II	Facilitators
	L	What is your role as a case facilitator?
	M	What is the purpose of identifying keywords and connecting them using arrows?
	N	How do you know that your students are really learning?
	O	If medical books have a lot of information that students need to read and study, how do you manage that in one week?
	P	Why do some students participate little in the discussions?
	Q	What is the difference between the start and close of a case?
	R	How do you know that your students are integrating knowledge?
III	Students
	S	What and how do you do in cases?
	T	What is a keyword?
	U	What is the purpose of identifying keywords and connecting them using arrows?
	V	How do you connect the separated information in the fields of anatomy, pathology, and histology?
	W	How do you know what you have to learn?
	X	What is a lecture about? What does the professor do?
	Y	What do you do when a case is closed?
	Z	How do you know that you are learning?