Soltis Robert, Verlinden Nathan, Kruger Nicholas, Carroll Ailey, Trumbo Tiffany
College of Pharmacy and Health Sciences, Drake University, Des Moines, Iowa.
Am J Pharm Educ. 2015 Feb 17;79(1):11. doi: 10.5688/ajpe79111.
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.
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. Student perceptions of the latter teaching strategy were also evaluated.
Overall mean examination scores increased significantly when POGIL was implemented. 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. Student feedback on use of this teaching strategy was positive.
The use of the POGIL strategy increased student overall performance on examinations, improved higher-level thinking skills, and provided an interactive class setting.
确定以过程为导向的引导探究式学习（POGIL）教学策略是否能提高药学专业一年级学生在药学科学导论课程中的学业成绩，并激发他们更高层次的思维能力。
在一门为期3年的课程中，比较采用传统讲授法与POGIL策略时的总体考试成绩，以及分为需要高层次或低层次思维能力的问题的得分。还评估了学生对后一种教学策略的看法。
实施POGIL策略后，总体平均考试成绩显著提高。使用POGIL策略时，需要高层次思维能力问题的表现显著更高，而需要低层次思维能力问题的表现没有变化。学生对这种教学策略使用的反馈是积极的。
使用POGIL策略提高了学生考试的总体成绩，提升了高层次思维能力，并提供了互动的课堂环境。
