Even though using group examinations aligns well with the epistemology of problem-based learning (PBL), the dilemma of using joint learning while simultaneously fulfilling individual assessment requirements in higher education make group examinations difficult to use. In this study, the aim was to explore whether an individual reflection paper (IRP) can act as a means to support individual assessment in group examinations in PBL. 152 IRPs were used to assess whether a particular group of students had acquired theoretical and analytical knowledge that would affect results on a group examination. Overall, completed IRPs clearly showed a concurrence between the students' acquired and requested theoretical and analytical knowledge on the examination, except on a few occasions. These findings are promising and suggest that IRPs can act as a means to support individual assessment in group examinations in PBL and that it is possible to combine joint learning in tutorial groups with individual group work assessment.