The Legacy curriculum relied mainly on lecture-based approach, rote learning with few activities [17, 18].
New approaches in medical education adopt self regulated learning (SRL), learn by doing and small group problem solving in order to stimulate the higher cognitive skills of the medical students to prepare them to be the future professional physicians . Nevertheless, some other researchers believed that ILP may or may not lead to learning enhancement in students .
Studies reach a consensus that the main influence of the students` learning is the students` perception of the educational context rather than the context itself [21, 22].
So, this study results may help the medical education specialist to know more regarding the students` perspectives about the TLP and ILP.
The medical students chose ILP to be more effective than the TLP in improving their communication skills, dealing with new technologies and reinforcement of competencies in the research field with high statistically significant difference between the 2 programs. This concur with reports described the positive effects of ILP on development of good communication skills to deal with peers, and instructors [23, 24]. This is in congruence with a review study that revealed the importance of new technologies in the conduction of the ILP activities like PBL . The study results agreed with studies that revealed the importance of ILP to develop a future physician and researcher [26, 27].
The study revealed that ILP was the preferable learning tool for medical students due to its suitability to be applied in medical schools nowadays, development of desired doctor skills to deal with patients and for provision of good approach to medical practice. This is agreed by the study about the ILP stated that discussion groups, active participation in different learning activities and collaboration with classmates and teachers resulted in a higher retention of learning . Another authors proved that gaining clinical skills and retention of knowledge are achieved by removing the barrier between basic and clinical sciences. Physicians having the updated knowledge, desired clinical skills and professional behavior are the needs of today's environment .
Suitability to identify and deal with the community needs parameter was selected by the medical students to be reinforced by the ILP with 61.8% agreement; however 49.1% select the TLP to reinforce that parameter with low significant difference. This is concurs with some authors who have described ILP to have about 6 hrs per week for seminars of clinical skills training and community dimensions related to medical practice .
Professionalism is the only learning parameter that showed no significant statistical difference between both of the learning programs. This reflects the value and the great importance of professionalism to be an important component in any learning program. Reports revealed that medical schools, residency programs and hospitals have hidden curricula for behavior, ethics and professionalism. Positive role models support the values and characters of professional physician while negative ones contradict with the community and patient care values .
The transition from TLP to ILP has many important challenges to both students and faculty in medical schools  Deficiency of curriculum specialists and poor infrastructure prevents the transformation from TLP to ILP .