ABSTRACT
For years I was an avid observer and student of the McMaster Medical School’s innovative problem-based approach to teaching and learning using the process of a self-directed, small group or ‘tutorial’ approach. The more I discovered about PBL from my colleagues across campus, the more I realized the challenge to implementing their approach in my traditional, lecture-based course in a conventional chemical engineering programme. This chapter summarizes the context, the major hurdles and how we overcame them, the resulting problem-based activity, and comments about other issues that might affect the implementation.
