The aim of this study was to assess the effect of using the problem-based learning (PBL) teaching strategy on student academic achievement and secondary learning outcomes when compared with the traditional lecture (TL) for an undergraduate Biomechanics course. Successive undergraduate Biomechanics courses--a TL cohort and a PBL cohort--were assessed for academic achievement using identical exams. Additionally, PBL alumni (PBLa) rated their acquisition of the secondary learning outcomes: critical thinking, problem solving, effective communication, and evidence-based practice.