Over the past century, health knowledge has advanced dramatically, so it is expected that future health professionals will need to learn effectively in the workplace and adapt to novel situations that cannot yet be predicted. Simultaneously, the demographics of university students have changed significantly in regard to age, gender, and socioeconomic background. Health educators must adapt their teaching methods to foster in each student the development of lifelong learning skills. This perspective article examines the concept of neuroeducation through the lens of Problem-Based Learning (PBL), with an emphasis on PBL coaching. Furthermore, it demonstrates the benefit of implementing a PBL coaching approach, using knowledge from neuroscience findings to enhance students' learning and well-being. Following targeted professional development aiming to consolidate the understanding of the brain's structures and functions that increase student learning capacity and build group coaches' skills, existing PBL academics could be an integral part of such a program.