Introduction: Universal health care, a key aspect of the Sustainable Development Goals, requires effective, safe, and people-centered services ensured through comprehensive medical education. This education involves curriculum development, assessment, and innovation, requiring effective change management. While core knowledge is consistent, curricula vary in diverse global contexts. Hence, this qualitative study combines panelists’ and medical students’ perspectives from Kyrgyzstan, Malaysia, Indonesia, and Macau to compare and contrast medical curricula as well as their ideal version envisioned by students. Methods: This qualitative study employed a constructivist, phenomenological approach to explore medical students’ perspectives on curricula. Data were gathered from an online event, featuring 48 participants from various countries. The event included a panel discussion and focus group discussions where attendees discussed curriculum design, admissions, learning media, clinical exposure, testing, standardization, and residency programs. Data were analyzed using open coding from transcriptions, with trustworthiness ensured through member checking. Results: Gaps in medical education curricula were observed globally. Medical students perceived curricula duration, format, and testing methods currently in place to be in accordance with their expectations. Earlier clinical exposure was favorable. Disparities in learning media usage exist, particularly between private and state universities. Financial burdens affect residency decisions universally. Conclusion: To narrow gaps, international standards should encourage quality improvement, while taking into account the perspectives of medical students.