Fernandez, Antonio Ordonez , AGUADO DOMÍNGUEZ, ELENA, Quintana-Gallego, Esther , Santos, Irene Mendez , Leon-Justel, Antonio , CAMPOS SILVA, CARMEN
No
Educ. Med.
Article
Científica
01/01/2026
001609372900004
Introduction: In medical education, active learning methodologies such as Problem-Based Learning (PBL) have proven to be effective strategies to foster student engagement and meaningful learning. PBL, centered on the collaborative resolution of complex and contextualized problems, not only facilitates knowledge acquisition but also promotes the development of key skills and competencies, such as critical thinking, that are essential in the training of future physicians. However, the implementation of PBL has been more common in clinical subjects than in basic sciences, such as biochemistry, biology, anatomy, histology, and physiology, where its use remains limited. These disciplines, although fundamental, are often perceived as disconnected from clinical practice, which can hinder students'ability to link theoretical knowledge with real-world application. Methods: This article explores the challenges and opportunities of applying PBL in the context of basic sciences through an interdisciplinary experience developed during the first year of the Medical University Degree program. This work presents the design, implementation, and faculty and student evaluation of a PBL based initiative centered on exercise physiology as an integrative theme across multiple basic science subjects. Results: As perceived by faculty and students, incorporating real-world contextualized problems enhances meaningful understanding and integration of theoretical concepts of basic sciences and their connection to medical practice. In addition, multiple skills and competencies essential for the professional career are developed. Conclusion: Overall, these findings support the feasibility, continuity, and expansion of this methodology within the academic curriculum. (c) 2025 The Author(s). Published by Elsevier Espa & ntilde;a, S.L.U. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Problem-Based learning; Basic sciences; Medical education; Active learning