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ERIC Number: EJ897963
Record Type: Journal
Publication Date: 2010
Pages: 6
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-1043-4046
Process-Oriented Guided-Inquiry Learning in an Introductory Anatomy and Physiology Course with a Diverse Student Population
Brown, Patrick J. P.
Advances in Physiology Education, v34 n3 p150-155 2010
Process-oriented guided-inquiry learning (POGIL), a pedagogical technique initially developed for college chemistry courses, has been implemented for 2 yr in a freshman-level anatomy and physiology course at a small private college. The course is populated with students with backgrounds ranging from no previous college-level science to junior and senior biology, biochemistry, and forensic science majors. Fifty percent of the lectures in the course were replaced with POGIL activities, performed in class by students working collaboratively in small groups. The introduction of POGIL pedagogy into the second half of a two-semester anatomy and physiology course significantly improved student performance on summative evaluations. Overall course scores increased from a mean score of 76% to 89% in the three semesters after POGIL was introduced. Performance on the same multiple-choice final exam rose from a mean of 68% to 88% over the same time period. Most significantly, the rate of students earning a D or F in the course was halved in the first two semesters after POGIL was introduced and was 0% in the third semester. Student satisfaction with the method was high, and most students perceived the value of this form of instruction. (Contains 4 tables and 5 figures.)
American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A