This systematic review of reviews is an exploratory study that aims to synthesize the myriad of reviews about Problem-Based Learning (PBL) to provide a consensus regarding the definition, components, effectiveness, and most common areas of application of PBL. This will provide educators and policymakers with a robust framework to enhance instructional design and implementation in various educational contexts. The review examined 22 studies, primarily focusing on healthcare education but also including other fields. Findings indicate that PBL is consistently defined as a learner-centered approach, emphasizing collaborative learning and problem-solving. Evidence supports the effectiveness of PBL in enhancing student engagement, critical thinking, and professional competencies, although its impact on theoretical knowledge is mixed. Factors such as instructor expertise, cultural context, and subject matter influence the effectiveness of PBL.