The Use of POGIL Teaching Strategy Increases Student Learning of Basic Pharmacology Concepts

Abstract

Process‐oriented guided inquiry learning (POGIL) is an active learning, team‐based teaching strategy that has been used in college chemistry courses to promote deeper understanding and develop higher‐order thinking skills. The use and evaluation of the POGIL strategy in pharmacology courses has not been reported. Our hypothesis is the use of the POGIL strategy will increase student overall exam performance, specifically exam questions requiring higher level thinking skills.Data were collected over a three‐year period from a first professional year pharmacy course. In 2011, content was presented using a lecture‐based format and then, in 2012 and 2013 the same content was covered using the POGIL strategy. Comparisons included overall performance on exams and on question sets classified as requiring either lower order thinking skills (knowledge, comprehension) or higher order thinking skills (application, analysis). Statistical comparisons made using one way analysis of variance. Data are reported as means + standard errors.Overall exam scores improved significantly when moving from a lecture‐based course (80.0%+0.8) in 2011 (N=112) to using the POGIL strategy (84.0%+0.8 and 83.2%+0.8) in 2012 (N=111) and 2013 (N=111), respectively (p<0.01). On those questions classified as requiring higher order thinking skills, student performance significantly increased from 75.8%+1.0 in 2011 to 83.1%+1.1 and 82.5 %+1.2 in 2012 and 2013 when the POGIL strategy was used (p<0.01). Performance on lower order thinking skills was unchanged (92.0%+0.9, 91.6%+1.0, and 91.3%+1.1 p=0.70).The use of the POGIL teaching strategy increased student performance on questions requiring higher order thinking skills, suggesting the strategy is effective in promoting deeper learning and problem solving skills.