Whilst on teaching practice at an institute of higher education, I became increasingly aware of the limitations of subject-based, teacher-centred courses in the education of health care professionals. My involvement in problem-based learning indicated the possibility of this innovative form of education bridging the gap between theory and practice. This investigation reveals the dissatisfaction of some educationalists with traditional training courses and the spread world wide of problem-based learning as an alternative method of developing curriculum. The process of using problem-based learning in the classroom is discussed and its strengths and weaknesses analysed for both teachers and students. This article suggests that problem-based learning is more likely to equip health care professionals to deal with the demands of a changing society than conventional courses.