Problem-based learning (PBL) is an instructional method designed to enhance students' problem-solving skills by activating prior knowledge, elaboration, and encoding specificity. The article by H. G. Schmidt from the Department of Educational Development and Research at the Faculty of Medicine, Rijksuniversiteit Limburg, discusses the rationale and description of PBL, supported by empirical evidence. The introduction highlights the limitations of traditional medical education, such as the irrelevance of some knowledge and the inability of students to apply what they have learned. Examples from medical and non-medical education illustrate that students often possess knowledge but struggle to use it effectively. Three conditions that facilitate learning are identified: activation of prior knowledge, encoding specificity, and elaboration. PBL aims to meet these conditions by providing problems that activate relevant prior knowledge, creating a context similar to future professional scenarios, and encouraging students to elaborate on their knowledge through group discussions and critical thinking. The process of PBL is described in detail, using an example of a medical case study. Students work in groups to analyze a problem, clarify terms, define the problem, analyze it, inventory possible explanations, set learning objectives, gather information, and synthesize and test new knowledge. Empirical evidence suggests that PBL can enhance problem-solving skills. Studies comparing PBL with traditional methods show that PBL students perform better in solving medical problems and recalling information. In conclusion, PBL is a valuable addition to conventional instructional methods, offering a more effective approach to teaching and learning.Problem-based learning (PBL) is an instructional method designed to enhance students' problem-solving skills by activating prior knowledge, elaboration, and encoding specificity. The article by H. G. Schmidt from the Department of Educational Development and Research at the Faculty of Medicine, Rijksuniversiteit Limburg, discusses the rationale and description of PBL, supported by empirical evidence. The introduction highlights the limitations of traditional medical education, such as the irrelevance of some knowledge and the inability of students to apply what they have learned. Examples from medical and non-medical education illustrate that students often possess knowledge but struggle to use it effectively. Three conditions that facilitate learning are identified: activation of prior knowledge, encoding specificity, and elaboration. PBL aims to meet these conditions by providing problems that activate relevant prior knowledge, creating a context similar to future professional scenarios, and encouraging students to elaborate on their knowledge through group discussions and critical thinking. The process of PBL is described in detail, using an example of a medical case study. Students work in groups to analyze a problem, clarify terms, define the problem, analyze it, inventory possible explanations, set learning objectives, gather information, and synthesize and test new knowledge. Empirical evidence suggests that PBL can enhance problem-solving skills. Studies comparing PBL with traditional methods show that PBL students perform better in solving medical problems and recalling information. In conclusion, PBL is a valuable addition to conventional instructional methods, offering a more effective approach to teaching and learning.