Idea generation is one of the main aspects of problem-solving in the engineering design task. Notably, during the early stages, when students formulate the problem and proposing its solution, creativity is required. This article reports the incidence of PBL on the fluency, flexibility, usability, and originality of the ideas of a group of students in an introductory engineering course within a university with a PBL-based curriculum. That group of 47 first-semester students answered a creativity questionnaire, after which they were trained in project-work and idea management as part of the regular course program. At the end of the semester, the same questionnaire was applied to paired answers to analyse the variation in creativity. The results showed a significant increase in the fluency t (17)= 5.17, p=. 004, flexibility t (17)= 4.33, p=. 01 and usability t (17)= 3.33, p=. 01 of the ideas, but without any significative variation in the originality aspect of ideas t (17)= 1.83, p=. 2. Consequently, the research discusses potential recommendations for the curriculum.