This paper presents Problem-Based Learning (PBL) as an instructional model grounded in constructivist theory. John R. Savery and Thomas M. Duffy argue that constructivism, a philosophical view of learning, emphasizes understanding as an active process shaped by interaction with the environment, cognitive conflict as a driver of learning, and knowledge as socially negotiated and context-dependent. They outline eight instructional principles for designing constructivist learning environments, emphasizing authentic tasks, learner ownership, and reflection. PBL, as described by Howard Barrows, is a method where students work on real-world problems to develop knowledge and skills. In medical education, students are presented with patient cases and must diagnose and treat them, fostering critical thinking and collaboration. The process involves problem presentation, self-directed learning, and group discussion, with facilitators guiding rather than directing. The key features of PBL include authentic problems, real-world relevance, and social negotiation of meaning. The paper contrasts PBL with other case-based learning approaches, emphasizing that PBL is not merely about testing knowledge but about developing problem-solving and metacognitive skills. It highlights the importance of learner autonomy, collaboration, and reflection in the learning process. PBL is seen as a form of cognitive apprenticeship, where students learn to think critically and independently, mirroring the practices of professionals in their fields. The paper concludes that PBL is a powerful instructional model that aligns with constructivist principles, promoting deep, meaningful learning through authentic, problem-centered activities.This paper presents Problem-Based Learning (PBL) as an instructional model grounded in constructivist theory. John R. Savery and Thomas M. Duffy argue that constructivism, a philosophical view of learning, emphasizes understanding as an active process shaped by interaction with the environment, cognitive conflict as a driver of learning, and knowledge as socially negotiated and context-dependent. They outline eight instructional principles for designing constructivist learning environments, emphasizing authentic tasks, learner ownership, and reflection. PBL, as described by Howard Barrows, is a method where students work on real-world problems to develop knowledge and skills. In medical education, students are presented with patient cases and must diagnose and treat them, fostering critical thinking and collaboration. The process involves problem presentation, self-directed learning, and group discussion, with facilitators guiding rather than directing. The key features of PBL include authentic problems, real-world relevance, and social negotiation of meaning. The paper contrasts PBL with other case-based learning approaches, emphasizing that PBL is not merely about testing knowledge but about developing problem-solving and metacognitive skills. It highlights the importance of learner autonomy, collaboration, and reflection in the learning process. PBL is seen as a form of cognitive apprenticeship, where students learn to think critically and independently, mirroring the practices of professionals in their fields. The paper concludes that PBL is a powerful instructional model that aligns with constructivist principles, promoting deep, meaningful learning through authentic, problem-centered activities.