Problem-Based Learning (PBL) has had a significant impact in the conceptualization and practice in medical education in the past 40 years. Since the educational innovation by introducing a Problem-Based Learning curriculum at School of Medicine, McMaster University in 1969, many medical schools worldwide have adopted this teaching and learning methodology. The PBL-model that has traditionally been adapted in Medicine has the characteristics of cases from the real world. However, within the PBL-concept there are other models such as problem based and project organized models, where the students are working closely together on analyzing and solving problems. The project organized approach is developed especially within engineering education. At Aalborg University, Denmark, a master program in Industrial Medicine has started. In this program, a unique PBL methodology is experimented – case oriented problem based learning in combination with the AAU model of project based learning. The case oriented problem based learning part combines theory with problem solving skills, both in exercises but also by practical integration of knowledge in clinical settings. Project part aims to enable a more open-ended approach to learning, with more freedom to define learning outcomes. The aim of the study is to find the advantages and disadvantages by comparing the two PBL models. From the literature review, it is clear that there are differences in the students' learning outcomes. The empirical study is in progress and based on qualitative methodologies in order to develop adequate instruments. The preliminary qualitative results indicate that the awareness of methodologies from project organised learning environment compared to case based learning environment seems to be different.