OBJECTIVES: Problem-based learning (PBL) has been already applied in Medical studies. However, there is a lack of evidences of practice of PBL with conventional teaching method in developing learning skills in pharmacy students. Therefore, the aim of this study was to determine the impact of inclusion of PBL with conventional teaching method on the enhancement of student learning skills to serve better health care. METHODS: Cross sectional cohort study included 102 undergraduate pharmacy students’ undergone 8 PBL sessions. The students’ perceptions and impact of inclusion of PBL were assessed by an 18-item questionnaire including Likert-scale items. Items in the questionnaire were categorized into the domains perception regarding PBL and self-assessment of enhancement in their different learning skills. The questionnaire included questions about the skills that can be learned from PBL and perception regarding inclusion of PBL with conventional teaching method. RESULTS: The overall response was 98% (100 out of 102). 76% were female student respondent. More than half (54%) student strongly agreed to include PBL with conventional teaching method. 64% found it better for professional development as compared to its use in preparation for examination. Out of all, 74% strongly agreed that PBL had enhanced their self-directed learning which includes motivation for search of various reference resources and ability to define learning objectives. The proportion of students who found that their collaborative learning skills enhanced were 70%. Enhancement of their contextual learning skills and communication were reported by 66% and 62% of students respectively. CONCLUSIONS: This study showed that there is a need of inclusion of PBL with conventional teaching method of pharmacy education in enhancing student’s different skills. PBL will be effective in enhancing pharmacy student’s skills to serve better in health care system.