<![CDATA[Medical education has evolved significantly to incorporate active learning strategies, with problem-based learning (PBL) being widely adopted. This study compares the effectiveness of PBL and traditional lectures in enhancing knowledge retention, critical thinking, and student engagement among medical students. Conducted at the Umanand Prasad School of Medicine & Health Sciences (UPSMHS), University of Fiji (UniFiji), from 2019 to 2022, this study involved 500 medical students. Quantitative results showed that students in the PBL group scored on average 12% higher in critical thinking assessments and demonstrated 15% greater improvement in case-based performance tasks compared to the lecture group (p < 0.05). Survey results also indicated that 78% of PBL students reported higher engagement and satisfaction with the learning process. These findings suggest that PBL promotes deeper learning and skill acquisition, while traditional lectures efficiently deliver foundational knowledge. A hybrid model integrating both approaches could foster comprehensive medical education by combining knowledge transmission with critical skill development. Such a model has significant implications for curriculum design, suggesting a move toward curricular integration and educational reform that emphasizes self-directed learning and clinical reasoning from early training stages.]]>
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