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.