Problem-based learning (PBL) is an innovative pedagogical method that promotes active learning by solving complex problems and transforms traditional teaching into a dynamic environment. The overall research aim of this study is to evaluate the effectiveness and perceived value of PBL in the Biochemistry 2 course within the veterinary curriculum, focusing on student satisfaction, preferences in terms of case content and format, and the impact of structural elements on learning outcomes and the development of key professional competencies. In the Biochemistry 2 course, which is part of the veterinary curriculum at the Veterinary Faculty, University of Ljubljana, Slovenia, for Uniform Master's Degree Study of Veterinary Medicine, problem-based learning is combined with lectures, laboratory practices, and independent work by students. The evaluation for the academic years 2022/23 and 2023/24 showed a high level of student satisfaction with PBL. The most popular example of PBL was associated with the clinical work of veterinarians in practice. When examining the scope of PBL examples, it was found that an appropriate amount of content is provided with 10 to 15 pages of links to websites and articles accompanied by videos, images, and explanations. Support for seminar preparation has increased significantly, suggesting that students are more aware of the value of PBL. The increased satisfaction and positive responses from students confirm that PBL is an effective method that helps improve the quality of education and prepares students to solve complex problems in the real world.