Advocating Problem-Based Learning in Physiotherapy Education in Pakistan

This letter advocates for integrating Problem-Based Learning (PBL) into physiotherapy education in Pakistan to bridge the gap between theoretical knowledge and clinical practice. Highlighting the current reliance on traditional teaching methods, it emphasizes PBL's potential to enhance critical thinking, clinical reasoning, and lifelong learning skills essential for effective patient care. Recognizing challenges in adoption due to institutional size and resource constraints, the letter calls for research to evaluate PBL's impact on student satisfaction, competencies, and lifelong learning outcomes, underscoring the need for educational reform in the evolving healthcare landscape of Pakistan.