Chang, Bliss2017-01-032016Chang, Bliss J. 2016. “Problem-based learning in medical school: A student's perspective.” Annals of Medicine and Surgery 12 (1): 88-89. doi:10.1016/j.amsu.2016.11.011. http://dx.doi.org/10.1016/j.amsu.2016.11.011.2049-0801http://nrs.harvard.edu/urn-3:HUL.InstRepos:29738968Problem-based learning (PBL) has been a concept in existence for decades yet its implementation in medical student education is limited. Considering the nature of a physician's work, PBL is a logical step towards developing students' abilities to synthesize and integrate foundational concepts into clinical medicine. Harvard's recently redesigned Pathways curriculum has shifted almost exclusively towards PBL in its one-year preclinical curriculum. This piece provides my thoughts, both derived from my own reflections as well as conversations and observations of my peers, on the effectiveness, advantages, and disadvantages of a PBL curriculum. All in all, the feelings of my peers and I regarding PBL has been overwhelmingly positive despite potential areas of improvement and continued fine-tuning.en-USProblem-based learningPBLMedical school curriculumGroup learningStudent perspectiveJournal Article2017-01-0310.1016/j.amsu.2016.11.011