Mapping Educational Outcomes and Implementation Challenges of Problem-Based Learning Versus Traditional Didactic Teaching in Physiotherapy Curricula: A Scoping Review.

Physiotherapy education is undergoing significant changes to address the growing complexity of clinical practice, leading to a shift from traditional didactic teaching (TDT) to learner-centred methods, such as problem-based learning (PBL). Traditional approaches focus on structured lectures and memorization, whereas active learning emphasizes the clinical context and learner autonomy. This scoping review examines and synthesises the global peer-reviewed literature comparing PBL and TDT in physical therapy curricula to thoroughly assess cognitive outcomes, student engagement, and implementation dynamics. Using the Arksey and O'Malley framework and PRISMA-ScR guidelines, a systematic search of multiple databases was conducted for English-language peer-reviewed articles published between January 1, 2000, and December 31, 2025. Studies included were those that analysed undergraduate or postgraduate physiotherapy groups with direct comparisons between problem-based interventions and traditional lecture controls. Data extraction and thematic synthesis focused on academic performance, clinical reasoning, soft-skill development, student motivation, faculty perspectives, and implementation realities. Eleven studies met the criteria, covering diverse geographic areas and including quantitative, qualitative, mixed-methods research, and review designs. The findings reveal distinct structural differences between the two teaching paradigms. Traditional methods effectively deliver foundational medical knowledge and prepare students for recall-based assessments, but suffer from rapid knowledge loss after examinations. In contrast, PBL enhances long-term retention, critical thinking, clinical reasoning, and communication skills in clinical settings. Active learning also boosts intrinsic motivation and self-directed learning, aligning with students' practical learning preferences. However, the shift to active methods can cause student distress, such as confusion and anxiety, owing to open-ended clinical scenarios. Faculty acknowledge the value of PBL but express concerns about administrative time, loss of syllabus control, and the need for ongoing training of facilitators. Implementation challenges include resistance to curricular change, resource demands, and rigid assessment rubrics. Successful integration is supported by strong leadership, dedicated technology, and faculty development. To address these challenges, modern programs have adopted hybrid models that combine active, team-based modules with traditional elements. Ultimately, PBL and TDT offer complementary strengths in physiotherapy education. A blended curriculum optimizes knowledge acquisition and clinical readiness; however, sustainable implementation requires institutional support, student orientation, and curriculum alignment. Future research should explore the long-term impact of these models on clinical skills.