Human physiology is a fundamental subject in medical education that explains the mechanisms of normal body function and serves as a basis for clinical reasoning. Traditional lecture-based approaches often limit students’ active participation and critical thinking. Problem-based learning (PBL) has emerged as an effective student-centered teaching strategy that promotes self-directed learning and application of knowledge. This article explores the role of problem-based learning in teaching human physiology and its impact on students’ academic performance, engagement, and conceptual understanding. The study highlights how PBL enhances analytical thinking, integrates basic and clinical sciences, and improves long-term knowledge retention. The findings suggest that incorporating problem-based learning into physiology education significantly improves learning outcomes and prepares medical students for clinical practice.

Problem-based learning; human physiology; medical education; active learning; critical thinking; student-centered learning

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