This study examines the evolution of medical education curricula globally, tracing the historical shift from traditional, experience-based training to contemporary, student-centered approaches with a particular focus on the Tikrit University College of Medicine (TUCOM) Iraq 1989 curriculum that implemented problem-based learning as a core strategy. It compares one of the core components of the curriculum, the small group discussions and the 7-jump learning strategy, to how they map Entrustable Professional Activities (EPAs) with a suggestion to integrate EPAs into the curriculum.