Problem based learning [PBL] has been widely used globally in undergraduate medical education and other professional training programs. Asian students are often found to have aversive reaction to the Problem Based Learning process being introduced in their first year of medical school. The basic apprehension remains that without being told what to learn they will not be able to learn (1). The present study reports that with a proper briefing on the process of PBL first year students appreciate the importance of PBL and accept it as an important teaching learning tool. One week before the real session, a briefing session was conducted for two hours with interactive lecture and video clips to sensitize the first year students of batch 2011 to the process of PBL. A case of an inherited disorder was used for actual training session of the students. 12-14 students were allotted to one facilitator and the case had four triggers. Three sessions of 2 hours each with one week gap were conducted based on the accepted steps of PBL. The second session comprised of presentation and discussion after the students were introduced to the case in the first session. The third session comprised of a mini test, concept map and feedback by the facilitator. After the sessions were over, students were required to give their feedback on a structured questionnaire. Their performance scores in the mini test were correlated with those of the facilitator’s during the session. Students enjoyed this active form of learning alongwith good scores in the minitest. However, the facilitator’s scores of their performance did not correlate with the scores of the mini test for some groups. 80% students were aware of the process and accepted it as a good teaching learning activity. 20% students were still unsure of the process and felt lost in studying what they do not know.With proper briefing sessions, most Asian students can be sensitized to the process of PBL and they accept it as a good active learning strategy. The minitest and concept map are good to assess them in PBL objectively.Students are acceptable to newer TLAs which are more active in nature. They can be motivated to undertake such activities with proper briefing and visuals and also feedback being given to make them perform better in subsequent PBL sessions.