Critical to achieving this goal is the use of teaching and learning strategies that engage students and promote development of the process skills of application, analysis, and evaluation. The use of the POGIL strategy increased student overall performance on examinations, improved higher-level thinking skills, and provided an interactive class setting.ĭeveloping students’ critical-thinking and problem-solving skills is an educational goal common to perhaps every academic program or discipline. Student feedback on use of this teaching strategy was positive.Ĭonclusion. Performance on questions requiring higher-level thinking skills was significantly higher, whereas performance on questions requiring lower-level thinking skills was unchanged when the POGIL strategy was used. Overall mean examination scores increased significantly when POGIL was implemented. Student perceptions of the latter teaching strategy were also evaluated.Īssessment. Overall examination scores and scores on questions categorized as requiring either higher-level or lower-level thinking skills were compared in the same course taught over 3 years using traditional lecture methods vs the POGIL strategy.
To determine if the process-oriented guided inquiry learning (POGIL) teaching strategy improves student performance and engages higher-level thinking skills of first-year pharmacy students in an Introduction to Pharmaceutical Sciences course.ĭesign.
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