PROBLEM-BASED LEARNING IN UNDERGRADUATE MEDICAL EDUCATION

Problem-Based Learning (PBL) has transformed undergraduate medical education, moving away from traditional methods towards student-centered approaches that foster critical skills such as clinical reasoning and teamwork. This study aims to analyze the use of PBL in medical training, emphasizing its relevance in a constantly changing educational environment. A literature review was conducted from 2020 to 2025 in academic databases, selecting articles that addressed the implementation and benefits of PBL. The results revealed that, although cognitive performance between students using PBL and traditional methods may be comparable, those participating in PBL report greater satisfaction and engagement with their learning. Furthermore, PBL promotes metacognitive skills and self-regulation, which are essential for tackling complex clinical situations. However, its implementation faces significant challenges, such as a lack of resources and insufficient training for tutors, especially in developing country contexts. Group interaction, crucial for PBL, can be affected by group dynamics and tutors' perceptions, highlighting the need for adequate training. Innovations such as the use of virtual patients and flipped classrooms have proven to enrich the learning experience, increasing the authenticity and applicability of knowledge. In conclusion, PBL is a valuable tool for preparing future physicians, despite the challenges it faces, and its integration into medical education is essential for developing adaptable and competent professionals in the face of 21st-century challenges. PALABRAS CLAVES: Problem-Based Learning (PBL), Medical Education, Clinical Reasoning, Metacognitive Skills, Self-Regulation.