An initiative to promote meaningful learning and to energize the curriculum, understood as the network of endogenous and exogenous processes and variables that enable student training, is problem-based learning (PBL). Essentially this methodology is focused on the analysis and evaluation of problematic situations and the design and implementation of solutions, according to the conceptual scopes appropriate for the course where it is being developed. In opposition to the master class, the teacher's functions are to plan the problems, provide information, advise students, continually motivate and evaluate the incremental episodes of the work. Also, the activities are done by the students forming small teams, their learning arise from their interactions with the problems and the continuous investigation is the fundamental characteristic in the classes. In order to evaluate internally the methodology and to verify if their pedagogical budgets are real, an instrument has been designed that applies to students and professors to measure their perceptions about attitudes, knowledge and actions result of Problem-Based Learning (MACA-ABP).