History of PBL calls us to look back its development in medical school. This was due to a concern with rigidity and over-emphasis on memorizing of large volumes of information in medical education. In Canada, as early as in 1899, Sir William Osler recommended abolishing lectures and allowing medical students more time for self-study. He suggested that a more important role of teachers was to help students develop their skills in observation and reasoning (Khoo, 2003). In 1932, the Commission on Medical Education of the Association of American Colleges stated that medical education should develop sound habits as well as methods of independent study and thought, which will equip the students to continue their self-education through life. This can be brought about only by freeing medical education from some of its present rigidity and uniformity, by reducing classroom overcrowding, and by adapting medical education to more closely meet the educational needs of students (Nandi, et al., 2000).