It has been suggested that problem-based curricula can lead to increased retention of knowledge, enhanced integration of
basic scientific concepts, development of self-directed learning skills and increasing intrinsic interest in the subject matter being learned (Dolmans and Schmidt, 1996). PBL students have been found to be more likely to study for meaning than conventional students (Newble and Clarke, 1986), though Groves (Groves, 2005) suggests that this is unlikely to occur if
the assessment is not supportive or the work load is excessive.