How strong is the case for the adoption of problem-based learning in physiotherapy education in the United Kingdom?

Despite its use in medical and health education in several countries, problem-based learning (PBL) has to date not been adopted in undergraduate physiotherapy education in the UK. Most of these physiotherapy curricula incorporate many of the educationally desirable features found in PBL. The question is whether the evidence for PBL is strong enough to justify the costs involved in adopting it on such programmes. The strength of the evidence for PBL was reviewed in relation to required graduate attributes and several aspects of learning theory. Overall the findings were equivocal. The evidence suggests that PBL is preferential to traditional curricular design, but does not seem to meet all the requirements of medical and health education. Adoption of PBL would be positive, but its processes and outcomes may be no more successful than those of other curricular designs that incorporate the same sound educational design features. Comparative research in this area is needed.