Background & Objective: The main prospect of medical education is improving the quality of health care provided by clinicians. The quality and timing of services is related to medical education that can train researchers to solve the problems of the changing requirements of society. Problem-based learning (PBL), as a student-centered learning approach, can provide the context for such medical education. The aim of present study was to obtain appropriate information about the effective use of PBL in Iranian medical education from available studies through a systematic review. Methods: In the present study, 16 studies on the effect of PBL on learning, satisfaction, and efficacy of medical education were reviewed. This systematic review was performed by searching the Google Scholar, PubMed, Magiran, Iran Medex, databases using the keywords problem-based learning, medical education, and Iran. We included studies that were published from 2003 to 2015 in Iran. The results of all studies were reviewed by two researchers using the Critical Appraisal Skills Programme (CASP) and the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklists. Results: From among the 130 selected articles, 16 studies were included in the study. The level of satisfaction with this type of training was reported as high. The students' performance was satisfactory with this educational method. This method of training had a significant effect on the increasing of student learning, particularly in the clinical and practical fields, and strengthening of active learning, self-direction, motivation, and critical thinking. Conclusion: According to the results of this study, PBL can be used as an effective educational method for medical education in Iran. Key Words: Problem-based learning, Medical education, Systematic review, Ira
