Against the background of a possible change in the regulations towards the mandatory establishment of so-called medical model curriculums (Modellstudiengängen) in Germany, it is of particular importance to scientifically analyse the existing experiences for advantages and areas of development of such curricular concepts. I will therefore use the example of the already well established Hamburg model curriculum to present important findings and experiences with this form of curriculum there and then discuss implications for a possible future national design of modern medical teaching with the audience. The aim is, on the one hand, a fact-based neutral presentation and, on the other, a constructive and objective dialog.