ABSTRACT

Problem-Based Learning (PBL) is increasingly recognized as a key pedagogical approach in clinical education due to its alignment with competency-based and practice-oriented curricula. This study looks at PBL as a cognitive reform that improves information integration, clinical reasoning, and higher-order thinking. PBL fosters self-directed, collaborative, and experiential learning through real-world clinical problem-solving, according to the study, which is based on a qualitative and quantitative evaluation of recent curricular reforms, including NCISM recommendations, and contemporary literature. By stimulating reasoning, memory integration, and adaptive decision-making, PBL engages across a range of cognitive domains, enabling students to convert theoretical information into useful clinical understanding. PBL promotes metacognitive growth and critical thinking by rethinking the position of the instructor as a facilitator. An extensive structure to strengthen clinical competence and meaningful learning is provided through the integration of PBL with understanding of perception and neurological processes. Keywords: Neuroscience, Cognitive function, brain functioning, Problem-Based Learning
Publication date: 01/11/2026

https://www.ijbpas.com/pdf/2026/November/MS_IJBPAS_2026_10610.pdf

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https://doi.org/10.31032/IJBPAS/2026/15.11.10610