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rials in a Problem Based Course * Database of Resources * Important Themes * Guides for Lecturers * Events and Workshops * Teaching Development Projects * Materials Awareness Projects * About the Centre * Contact Us * News * Features * Articles and Publications * Cymraeg * Search * Home by James Busfield and Ton Peijs Why This Guide? In 2000 the Department of Materials at Queen Mary University of London introduced Problem Based Learning (PBL) into their first year undergraduate program - being the first Materials Department in the UK to do so. A year later PBL was further expanded into their second year undergraduate program. To make space in the curriculum, the teaching load was reduced by 20% and most of the traditional practical classes were removed. Problem Based Learning (PBL) is a concept used to enhance multidisciplinary skills using planned problem scenarios. It is an active way of learning that teaches students problem solving skills, while at the same time allowing them to acquire basic knowledge. PBL was first introduced in the late 1960s at McMaster University in North America, and has since spread around the world mainly in medical education. The principal aims of implementing PBL are: * To integrate knowledge and skills from a range of multidisciplinary modules * To acquire knowledge through self-study * To teach students how to work in groups and manage group projects * To improve and develop transferable skills of students * To develop problem solving skills of students * To encourage self-motivation, curiosity and thinking * And finally, to make learning fun! A PBL Guide This guide is based on what Queen Mary University of London does and its context. It can be used as a guide to developing a PBL system that works in your context. At Queen Mary University of London, for first year students, the PBL program consists of 6 case studies (3 per semester) and s

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