Problem based learning is one of the best described methods of interactive learning, and many claim it is more effective than traditional methods in terms of lifelong learning skills, and is more fun. 1 In the early 1990s, four systematic reviews of undergraduate medical education cautiously supported the short term and long term outcomes of problem based learning compared with traditional learning. 2–5 Since then, many medical curricula have changed to problem based learning, but a recent review has questioned the value of problem based learning in undergraduate medical education. 6

Postgraduate and continuing medical education differ from undergraduate education in that they go beyond increasing knowledge and skills to improving physician competence and performance in practice, ultimately leading to better patient health. 7 Problem based learning may also be effective in this context. 8 There is some evidence that interactive sessions can change professional practice, but there have been few well conducted trials. 9 10