BACKGROUND A paradigm shift in the medical education methodologies from traditional methods to the SPICES model necessitates a change in teaching and assessment techniques. A call for change has to be accepted or rejected in the face of quality research and peer reviewed evidence. METHODS The present study was undertaken amongst third semester MBBS students posted in Forensic Medicine as a part of clinical rotations. Two groups of students were instructed on a topic by Problem based learning and traditional lecture based learning respectively. Post-exposure assessments were undertaken using a peer reviewed and validated question paper (open ended questions). The results of the assessment were subjected to statistical analysis with respect to the various levels of cognitive domain. RESULTS The results showed statistically significant learning outcomes in the group exposed to Problem based learning. The study may be done on a broader basis representing core area of the subject. CONCLUSION The study brought out statistically significant better assessment scores in the problem based learning method, which was manifest not only in recall but also in the higher levels of the cognitive domain. The learning process also witnessed an appreciably increased level of student co-operation and team work coupled with greater problem solving skills amongst the learners. A qualitative research into assessing the competence of the Indian Medical Graduate to fulfil his legal duties as a medical expert witness in courts of law may be undertaken in future.