The Medical Schools in Egypt have witnessed a recent reform that requires implementation of student-centered learning strategies, such as the problem solving approach which involves the students in assessing the parasitic disease, its differential diagnosis and management. The present communication is an assessment of the effectiveness of problem-solving sessions, as a new learning method for the enhancement of Medical Parasitology curriculum at Ain Shams University, School of Medicine, in terms of gained knowledge and students' satisfaction; after one year of implementation. The study included 3^rd year students (no. = 560) in the academic year 2018/2019 at Ain Shams University, School of Medicine, Egypt. Problem-solving application was given as one-hour session on assigned weeks over the academic year. Pre and post knowledge tests were done to assess knowledge acquisition, in addition to a questionnaire to measure students' satisfaction. There was statistically significant improvement in knowledge acquisition when analyzing the grades of the pre- and post-session quizzes (P = 0.000). The medical students' feedback regarding the improvement of their problem-solving skills, rating of the new learning experience and the qualification of the senior staff was positive (71%, 69% and 79%, respectively). The problem-solving sessions showed success in boosting the gained knowledge and was accepted by students as an instructional tool for learning Medical Parasitology. Therefore, problem-solving sessions are worth adoption as a learner-centered approach for the enhancement of students' engagement.