Problem-based learning (PBL) is one such endeavour in which students are presented with a real-life situation of patients and are required to decode it based on their own understanding and reasoning ability. Teachers serve as facilitators and give resources in this situation. Intense use of such materials, in conjunction with group discussions, peer assistance, and the usage of virtual technology, assists students in becoming self-directed learners.
The ambiguity in PBL problems, along with curiosity, serves as incentive to search, investigate, and learn. When students are given the opportunity to address genuine challenges, they acquire confidence and retain knowledge.
PBL has a wide range of consequences on student learning. They obtain cognitive information while also improving their technical skills, reasoning abilities, understanding group dynamics, absorbing attitudes, and practising communication skills. The medical education unit and management are responsible for faculty development and developing avenues for PBL implementation using tried-and-true methodologies.