Problem-based learning (PBL) is an instructional method designed to help students acquire knowledge suitable for problem-solving. The article discusses three principles of learning—activation of prior knowledge, encoding specificity, and elaboration of knowledge—that PBL aims to meet. It presents empirical evidence suggesting that PBL can enhance learning outcomes compared to traditional methods. PBL involves students working in groups to analyze real-world problems, leading to a deeper understanding of underlying processes. The process begins with clarifying terms and concepts, defining the problem, analyzing it, formulating learning objectives, and then individually studying the problem. Students then synthesize and test the information they have gathered. The article argues that PBL meets the three conditions that facilitate learning: activating prior knowledge, providing a context similar to future professional settings (encoding specificity), and encouraging elaboration of knowledge through discussion and critical thinking. It also cites studies showing that students in PBL environments perform better in problem-solving tasks than those in traditional settings. Empirical evidence from studies, such as those comparing PBL students with traditional students, suggests that PBL can lead to better learning outcomes. The article concludes that PBL should be considered a useful addition to conventional instructional methods and may serve as an alternative approach in medical education.Problem-based learning (PBL) is an instructional method designed to help students acquire knowledge suitable for problem-solving. The article discusses three principles of learning—activation of prior knowledge, encoding specificity, and elaboration of knowledge—that PBL aims to meet. It presents empirical evidence suggesting that PBL can enhance learning outcomes compared to traditional methods. PBL involves students working in groups to analyze real-world problems, leading to a deeper understanding of underlying processes. The process begins with clarifying terms and concepts, defining the problem, analyzing it, formulating learning objectives, and then individually studying the problem. Students then synthesize and test the information they have gathered. The article argues that PBL meets the three conditions that facilitate learning: activating prior knowledge, providing a context similar to future professional settings (encoding specificity), and encouraging elaboration of knowledge through discussion and critical thinking. It also cites studies showing that students in PBL environments perform better in problem-solving tasks than those in traditional settings. Empirical evidence from studies, such as those comparing PBL students with traditional students, suggests that PBL can lead to better learning outcomes. The article concludes that PBL should be considered a useful addition to conventional instructional methods and may serve as an alternative approach in medical education.