Background: Clinical training is crucial in shaping medical students' competencies. The ongoing conflict in Sudan has disrupted traditional training pathways, necessitating adaptation and relocation of training programs of the University of Medical Sciences and Technology (UMST) faculty of Medicine to Tanzania and Rwanda. This study investigates the perceived variations in clinical training among Batch 25 and 26 medical students from UMST, comparing their experiences in Rwanda and Tanzania to pre-war training in Sudan. Objectives: The study aims to identify the differences in clinical training experiences across the countries (Sudan, Tanzania and Rwanda), assess the impact of war-displacement on students' well-being, and provide an insights into the challenges and benefits encountered during training a of war-displaced medical students. Methods: This comparative cross-sectional study involved 211 medical students from Batches 25 and 26 at UMST. Data were collected through an online structured questionnaire, focusing on sociodemographic characteristics, training quality, challenges, well-being, satisfaction, and experiences in clinical rotations. Statistical analysis was conducted using SPSS version 26. Comparative analyses conducted using t-tests, chi-square tests, and ANOVA to identify significant differences, and results were organized in forms of tables and figures. Results: 62% of the participants were females and 38% were males, 79% were age group (22-24),54% trained in Tanzania (batch 25) and 46% trained in Rwanda (batch 26). The study found that, in Sudan, 89.1% of students reported better history-taking skills, while 87.8% of batch 26 in Rwanda had better experiences with SOAP notes. Regarding interpreting lab and radiological results, 74.5% of batch 26 preferred Rwanda. In Tanzania, 55.8% of batch 25 had better lab and clinical skills experiences. Student satisfaction was higher in Sudan (48.8%), and 61.1% rated the medical knowledge provided by doctors as excellent, compared to 12.3% in Tanzania and Rwanda. Favoritism was witnessed by 61.1% of respondents in Tanzania and Rwanda, with 48.8% reporting racism. Language barriers significantly affected 77% of students in Tanzania and 75.5% in Rwanda. Gender differences showed 79.4% of females had better clinical examination experiences in Sudan, and males were more likely to receive translation services (31.3%). Conclusion: This research reveals significant differences in clinical training for UMST's Batch 25 and 26 students, with pre-war Sudan excelling in fundamental skills and Tanzania and Rwanda better in lab and radiological interpretation. Challenges like favoritism, racism, and language barriers, particularly for female students, affected training, though these experiences fostered personal and professional growth. The study emphasizes the need for improved language services, structured programs, and better support for displaced medical students.