Introduction Active Learning (AL) is gaining popularity all over the world, even though giving up the ineffective traditional methods of education proves to be a prolonged process (Aliakbari, Parvin, Heidari, & Haghani, 2015). Moreover, AL is being actively promoted in nursing, midwifery, and other educational environments (Herinckx, Munkvold, Winter, & Tanner, 2014, p. 31). The approach is “democratic” in ensuring the participation and active engagement of students, which appears to correspond to modern trends, but to understand the reasons for its popularity, more extensive research into its theory, practice, and context is required. Literature Review Definitions Modern health professional education (HE) can be defined as a “broad and complex set of events, processes and influences, both deliberate and unplanned” that surround the aspiring medical specialist since the beginning of studying and until the final day of practice (Mann, 2010, p. 61). Indeed, nowadays, healthcare professionals are expected to improve their skills continuously; apart from that, medical competence is now considered to be the “professional identity” of a person (Mann, 2010, p. 61). This identity includes the profession-related skills and knowledge but is not limited to them: the requirements of the profession include cognitive and communicative skills, self-awareness, self-improvement, self-assessment, and others (Mann, 2010, p. 62). As a result of these changes, lecturing has stopped being the key or the most effective way of teaching (Kroning, 2014). Traditional education is hardly capable of producing such an outcome, but new approaches, especially AL is technically geared towards achieving it. AL is any “engaging activity other than that of passively listening to teachers lecture” (Kroning, 2014, p. 448). This definition is very generic, but it is understandable since the means of engaging students are numerous. In this paper, several approaches that can be used in classroom settings will be presented to illustrate the notion. Active Learning Approaches To better understand the notion of AL, its specific approaches should be considered. Classroom diversity implies that the varied methods based on these approaches can be suitable for or preferred by a particular part of the learning cohort. As a result, the use of various techniques may be preferable and should be introduced in every particular classroom (Boctor, 2013; Cubas et al., 2015; Moore, 2012; Robb, 2013). Problem-Based Learning Problem-based learning (PBL) is an AL approach that “uses authentic artifacts reflecting real-world situations for students to practice problem-solving skills through collaboration with their peers” (Martyn, Terwijn, Kek, & Huijser, 2014, p. 829). Thus, apart from providing the profession-related knowledge, it is aimed at the formation of cognitive and communication skills; besides, this approach qualifies as a self-directed one. It is widely used in nursing and midwifery since problem-solving skills are of especial importance for their future professions (Choi, Lindquist, & Song, 2014). As a result, the approach has proved to be useful for the training of nursing and midwifery students in pre-and post-graduate programs, especially wh