Problem-based learning (PBL) is a method of teaching that uses hypothetical clinical cases, individual investigation and group process. In recent years, in medical education, problem-based learning (PBL) has increasingly been adopted as the preferred pedagogy in many countries around the world. Controversy, however, still exists as the potential benefits and overall outcome of PBL over traditional didactic learning (TDL). The present study compared the learning effectiveness of PBL with TDL using both experimental method (students' performance in examination) and observational method (students' responses to questionnaires). The self-administered questionnaires measured learning outcomes and acquisition of interpersonal skills on a 5-point Likert type rating scale of 1 (strongly agree)-5 (strongly disagree). The study population comprised third year medical students of Lagos State University College of Medicine, Ikeja, Lagos, Nigeria. Half of the new innovative Human Anatomy curriculum was taught using PBL and the other half using TDL. The PBL method resulted in better examination scores than TDL for the same students. A majority of students felt that, the PBL sessions were better at fulfilling learning objectives, gave better factual knowledge of Anatomy, promoted better student participation in the learning process, provided more learning fun, ensured more students team work and interpersonal skills acquisition and enabled more students' reflective/critical thinking and reasoning of anatomy, as compared to traditional teaching methods. Most of the students opined that more such sessions should be organized in the future. The main disadvantage perceived was that, it was time-consuming. We conclude that, based on the examination scores and the responses of the students, PBL are more successful than TDL. (Contains 8 figures.)