Implications of Project-Based Learning in Higher Medical Education
Keywords:
project-based learning, medical education, professional competence, educational innovation, authentic assessmentAbstract
Higher medical education faces the challenge of preparing professionals to perform in complex, changing, andinterdisciplinary healthcare environments. Among active learning approaches, Project-Based Learning (PjBL)
engages students in planning, implementing, and evaluating projects linked to authentic situations while integrating
knowledge and professional competencies. This opinion article examines the educational, curricular, and
professional implications of PjBL in higher medical education. It argues that gradual, intentional implementation
aligned with learning outcomes may strengthen knowledge integration, critical thinking, research skills,
collaborative work, and social responsibility. Recent evidence in health professions and medical education is
encouraging, but heterogeneous and insufficient to assume that PjBL is superior in every context. Effective
implementation requires curriculum design, faculty development, authentic assessment, proportionate resources,
and safeguards for equity and educational quality.
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Data Availability Statement
No datasets were generated or analyzed for this opinion article
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Copyright (c) 2026 Laura Sofía Herrera Sanchez (Autor/a)
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