IntroductionPediatric fellows and advanced practice providers face challenges in acquiring extracorporeal membrane oxygenation (ECMO) management skills due to low patient volume, high-risk cases, and lack of standardized training guidelines. We sought to develop case-based ECMO education sessions using the Process Oriented Guided Inquiry Learning (POGIL) format and evaluate their impact on participants.MethodsWe designed two 60-minute, case-based ECMO education sessions: Low Flow on Venoarterial-ECMO (session 1) and Hypoxemia on Venovenous-ECMO (session 2). Participants from 1 institution completed voluntary pre/postsession surveys with knowledge-based questions and 5-point Likert scales (1 = strongly disagree; 5 = strongly agree) to assess participants’ confidence in managing ECMO patients. Comparative analysis was performed on data from participants who completed both surveys.ResultsAmong session 1 participants (n = 26), all completed the presession survey, 20 completed the postsession survey, and 12 completed both. Among session 2 participants (n = 23), all completed the presession survey, 13 completed the postsession survey, and 13 completed both. Knowledge test scores increased significantly from 46% to 80% (P < .05, n = 12) after session 1, and from 29% to 86% (P < .05, n = 13) after session 2. Participants’ confidence increased significantly after both sessions. Most participants strongly agreed or somewhat agreed that the content of both sessions was relevant and appropriate to their level of training.DiscussionPOGIL could serve as an effective method to address advanced practice provider and fellow knowledge gaps and increase understanding of how to approach challenges for patients receiving ECMO.

Many in-service teachers lack pedagogical skills such as active teaching methods and content knowledge like technology. A teacher professional development (TPD) workshop on process-oriented guided inquiry learning (POGIL) was carried out among 18 consenting high school Physical Sciences teachers in Mafikeng, South Africa. The objective of the TPD was to enhance active teaching and learning. After the TPD, four consenting teachers were conveniently and purposively sampled to investigate their experiences on implementing the POGIL method in four schools using the worksheets provided. Data were collected using observations during the TPD workshop and using face-to-face individual open-ended interviews with the four teachers. Utilising cultural–historical activity theory as a framework, the findings indicate a contradiction between the intended objective and what was observed after TPD intervention. Most of the teachers who participated in the current study did not implement the lessons from the intervention after the agreed time. Three sub-themes were identified as challenges for not implementing the skills from TPD, namely, personal opinions, teacher’s duties and institutional pressure. Among other challenges, the participants complained that universities introduce to them numerous teaching methods that they do not find useful in their classrooms. They complained of the long teaching plan and the pressure in preparing learners for examinations using direct teaching methods. The study recommends an assessment of the needs and challenges of practising teachers before implementing any professional development initiative.

ABSTRACT Background Innovative, research-informed instructional approaches are essential for shifting traditional teaching methods toward student-centered learning environments. Process Oriented Guided Inquiry Learning (POGIL), developed by chemical educators in the late 1990s, is one such strategy that promotes active learning through structured, cooperative inquiry. While POGIL has been widely implemented and studied at the high school and post-secondary levels, its use in middle school settings – particularly among students aged 12–13—remains underexplored. This developmental stage is marked by the emergence of formal operational thinking, yet many students still struggle with the abstract reasoning required for understanding particulate-level chemistry concepts. Purpose This study investigates the effectiveness of POGIL in supporting conceptual understanding of pure substances and mixtures among seventh-grade students, a population still forming foundational scientific schemas. Sample It involved 58 seventh-grade students (ages 12–13) from two classes at a public school. One student in the POGIL group did not complete the post-test, resulting in 28 students (15 females, 13 males) in the experimental group and 29 students (15 females, 14 males) in the control group. Design and method Employing a quasi-experimental, non-equivalent control group design, students were assigned to either a POGIL-based instructional group or a teacher-centered, whole-class instruction group. Data were collected using the Pure Substances and Mixtures Achievement Test, which was developed by the research team. To assess the effect of the POGIL, one-way ANCOVA was conducted. Results The findings showed that implementing POGIL in middle school science significantly enhanced student learning of the pure substances and mixtures unit, yielding a large effect size compared to teacher-centered, whole-class instruction. Conclusion The inquiry-driven, cooperative structure of POGIL enhanced student engagement and facilitated deeper learning. Unlike many prior studies focusing on older students, this research highlights how POGIL can be adapted to younger audiences navigating complex and abstract chemistry concepts.

The study examined the impact of Process-Oriented Guided Inquiry Learning Strategy (POGILS) on students’ academic performance in organic chemistry among secondary school students in Kwami Local Government Area, Gombe State, Nigeria. The objectives of the study were to determine the effect of POGILS on academic performance of students with gender consideration in Organic Chemistry. A pre-test, post-test non-randomized, non-equivalent control group quasi-experimental design was employed in the study. The sample size comprised of 82 (55 male and 27 female) senior secondary school II students, selected using multi-stage sampling technique. Organic Chemistry Performance Test was used for data collection with a reliability coefficient of 0.84 established using split-half testing method and analysed using Pearson Product Moment Correlation. Data analysis involved the use of ANCOVA tested at 0.05. Finding showed that F(1,79) = 396.443, p = 0.000, implying a significant difference between the academic performance mean scores of students taught using POGILS and traditional teaching method. Also, F(1,37) = 0.101, p = 0.812 meaning no significant difference in the mean academic performance scores of male and female students taught using POGILS, implying that POGILS has a significant effect on the mean academic performance scores of male and female students taught organic chemistry concepts. The study concluded that POGILS is an effective instructional strategy and the use of POGILS enhanced academic performance of both male and female students. The study recommends that chemistry teachers should integrate POGILS into their instructional practices to boost academic achievement and close gender academic performance gaps in Chemistry.

Islamic boarding schools like MTS Walisongo, Central Lampung, succeed when students are interested in learning, especially Islamic law. Initial observations indicated that students showed little interest in learning, particularly in paying attention. This phenomenon was evident from the lack of student interaction, limited interest in the topic, and the prominence of conventional learning approaches. This study tests whether the POGIL (Process Oriented Guided Inquiry Learning) learning approach increases student interest in Islamic jurisprudence. This quantitative study was quasi-experimental and used a post-test-only control group design. Class VIII C was the experimental class, and VIII D was the control class in the research sample, obtained by simple random sampling. The POGIL model has five steps: orientation, exploration, concept invention, application, and closure. The non-test questionnaire had 16 statement items that measured student attention. The results of data analysis using the t-test showed a significant value of 0.001 (p &lt; 0.05), indicating a significant difference between the experimental and control classes. Thus, the POGIL learning model has proven effective in increasing student interest in learning, particularly in the aspect of attention. This study concludes that the implementation of POGIL makes a positive contribution to creating an active, collaborative, and enjoyable learning atmosphere and can be used as an innovative learning alternative to improve the quality of education in madrasah environments.

This study examined the effects of inquiry-based learning (IBL) methods on the development of students’ science process skills (SPS) across multiple scientific disciplines and educational settings. Using a systematic literature review guided by the PRISMA framework, eleven quasi-experimental studies published between 2020 and 2025 were analyzed. These studies, conducted in Indonesia, the Philippines, Turkey, Ethiopia, and Pakistan, explored different forms of IBL, including project-based inquiry, ethnoscience-based inquiry, flipped classroom integration, argument-driven inquiry, process-oriented guided inquiry learning, and inquiry-based laboratory approaches. Findings revealed a consistent positive effect of IBL on both basic and integrated SPS. Students exposed to inquiry-driven instruction demonstrated significant gains in their SPS compared to those in traditional learning environments. The results further indicated that the success of IBL lies in its active, student-centered nature that promotes exploration, evidence-based reasoning, and reflective learning. Variations in IBL models proved equally effective when they encouraged collaboration, questioning, and independent investigation.

Critical thinking is a core 21st-century competency; however, evidence shows that many Indonesian students struggle with higher-order cognitive tasks. In a Surakarta public high school, over 50% of the Grade 10 students answered C3–C6 biology items incorrectly. The average student score represents 62.86, which falls below the minimum passing grade of 75. This significant gap indicates that lecture-based instruction provides insufficient support for student learning. This study examined the effectiveness of integrating Socio-Scientific Issues (SSI) into Process-Oriented Guided Inquiry Learning (POGIL) to improve students' critical thinking on environmental pollution. A quantitative quasi-experimental pretest–posttest design was applied to two homogeneous classes (n=36 each) selected from a total of 324 students: an experimental class receiving SSI-based POGIL and a control class receiving conventional instruction. Critical thinking was measured using a validated 10-item essay test with five indicators, supported by observations, interviews, and document analysis. Analyses were conducted using SPSS and N-gain software. The experimental class achieved a higher mean critical thinking score than the control class (89.4 vs. 56.6), with significant pre–post improvement in the experimental group (p=0.00&lt;0.05) but not in the control group (p=0.20). The SSI-based POGIL implementation strongly correlated with critical thinking gains (r=0.835; p=0.000) and yielded a high N-gain (0.76). Observations showed the strongest performance in concluding with evidence (2.67/3.00) and a weaker performance in interpreting problems using local pollution cases over three 80-minute meetings. These findings indicate that SSI-based POGIL can enhance critical thinking in environmental pollution learning, although generalizability is limited by the small sample size.

This experimental study investigated the effectiveness of Process Oriented Guided Inquiry Learning (POGIL) based Student Worksheets in enhancing metacognitive skills among eleventh grade students learning Chemical Equilibrium. Utilizing a one group pretest posttest design with 36 participants, the intervention implemented specially designed worksheets integrating POGIL's inquiry cycle with explicit metacognitive scaffolding. Metacognitive skills comprising planning, monitoring, and evaluating components were measured through validated essay instruments before and after four instructional sessions. Statistical analysis using the Wilcoxon Signed Rank Test revealed a significant improvement in overall metacognitive skills (Z = -5.197, p &lt; 0.001, large effect size d = 2.47). Notably, 94.44% of students demonstrated measurable progress, with normalized gain scores indicating high improvement in planning (g = 0.82), moderate improvement in evaluating (g = 0.51), and moderate improvement in monitoring (g = 0.48). These findings substantiate that POGIL based worksheets, when designed with intentional metacognitive prompts, effectively foster the development of higher order regulatory skills essential for mastering complex chemical concepts. The study contributes to science education literature by demonstrating how inquiry based pedagogies can be optimized for metacognitive skill development.

This study aims to determine the effectiveness of an electronic student worksheet based on the Process Oriented Guided Inquiry Learning model in improving students learning outcomes on chemical calculation material at an Islamic senior high school. The research applied a quasi experimental approach using a one group design. The participants were students from a science class who learned through an electronic worksheet developed according to the stages of orientation exploration concept invention and application. The learning process emphasized active inquiry collaboration and guided knowledge construction supported by digital media. Data on student learning outcomes were collected through achievement tests. The results indicate a meaningful improvement in students learning outcomes after using the electronic worksheet. This finding shows that the POGIL based electronic worksheet has a strong influence on enhancing students conceptual understanding and problem solving skills. In addition the electronic worksheet facilitates active and collaborative learning while integrating technology into chemistry instruction. The learning materials also incorporate Qur’anic values that support character building alongside scientific understanding. Overall the findings confirm that electronic student worksheets based on Process Oriented Guided Inquiry Learning are effective instructional tools for improving chemistry learning outcomes and supporting holistic student development in digital learning environments.

Developed since the mid-20th century, several instructional models have provided practical means to shift the emphasis in learning from lecture to engagement by students. The snapshots of models presented in this paper include Cooperative Learning, Problem-Based Learning (PBL), Supplemental Instruction (SI) (also PALS, PASS), Team-Based Learning (TBL), Emerging Scholars Program (Mathematics Workshop, MathExcel), Peer-Led Team Learning (PLTL), Process Oriented Guided Inquiry Learning (POGIL), and Learning Assistants (LA). These models have been well-disseminated, widely adopted, and incorporated in disciplines beyond their origins. For purposes of exploration and consideration of implementation, these “snapshots” provide an overview. Features of each model are presented, including the initial concern leading to the model’s development, level of introduction in the academic world, implementation overview, and who facilitates the students’ learning. Each model faces challenges in its adoption, often based on its foundational pillars, yet these models – as well as many others not explored here – have demonstrated that learning is based on experiences that encompass more than discipline-specific content.

Background: Many research studies have revealed that traditional teaching methods in higher education do not completely meets the students’ educational needs and have led to several initiatives. One of these initiatives is Process Oriented, Guided-Inquiry Learning (POGIL) which helps the students to develop the skills they need to be successful in medical careers. The aim of the present study is to introduce POGIL technique for improvement in students’ understanding of the core concepts in embryology and enhance high order thinking skills. Methods: The study was conducted on 100 students of MBBS Phase I students in GIMS, Greater Noida, UP, India. The POGIL technique was implemented in two sessions, one is on the development of Gastrointestinal &amp; Genitourinary system and another is on the development of cardiovascular system. The effectiveness of POGIL was assessed by MCQ test. The learner satisfaction was taken on Likert scale and perceptions of the faculty were taken by one-to-one interview. Results: The mean marks scored by POGIL group was (6.78±1.98) on development of GIT and GUT in session 1 and (5.5±1.41) on the development of CVS in session 2. Improvement in score was observed in both sessions in comparison to traditional teaching method but was statistically significant in session 2 only. Conclusions: A majority of the students felt that POGIL technique had overall beneficial effect on their learning process and the group dynamics. They started to take ownership of their learning whereas a few students felt that the activity was not useful in improving their academic performance. Faculty were fairly satisfied with this innovative technique. The use of the POGIL is newer approaches which actively engages the students and promote them to be lifelong learner. KEY WORDS: POGIL, Traditional teaching method, Embryology models, Academic performance, Medical education.

Entering the 21st century, education increasingly emphasizes not only academic achievement but also the development of soft skills, particularly learning ownership and communication skills as essential competencies for facing global challenges. This study aims to enhance students' learning ownership, communication skills, and cognitive learning outcomes through the implementation of the Process-Oriented Guided Inquiry Learning (POGIL) model. This study utilized a classroom action research (CAR) approach, which was carried out in two cycles, each comprising the stages of planning, implementation, observation, and reflection. The research participants included 26 students from grade XI Science 3 at one of senior high school in Malang Regency. Data were collected through observations, learning ownership questionnaires, communication skills tests, and cognitive learning outcome tests, which were then analyzed using descriptive quantitative and qualitative methods. The findings indicate that continuous implementation across the CAR cycles led to steady improvement in students’ learning ownership, communication skills, and cognitive learning outcomes. The percentage of students meeting the success indicators for these three aspects increased in the first cycle compared to the initial data, with a more significant improvement observed in the second cycle. POGIL encourages active student engagement in learning and fosters a deeper understanding of concepts. Thus, the implementation of POGIL is effective in promoting a more active and meaningful learning process, particularly in biology education.

Pediatric Critical Care Fellows’ Engagement, Confidence and Perspectives using Process-Oriented Guided Inquiry Learning to Teach Pediatric Residents

This study aims to develop a thermochemistry e-module based on Process Oriented Guided Inquiry Learning (POGIL) for Grade XI students at SMAN 14 Medan. Based on observations, thermochemistry is considered a difficult topic for students due to the lack of textbooks, learning resources, and appropriate learning media. This research is a development study using the 4D model (Define, Design, Develop, Disseminate). The developed e-module was validated by two chemistry lecturers and one chemistry teacher, and its practicality was tested by 31 students from class XI-3. The initial validation results showed a score of 89.7% for the material aspect and 85.05% for the media aspect, both categorized as very valid. After revisions, the scores increased to 91.8% for the material aspect and 90.8% for the media aspect. The practicality test based on students’ responses gained a score of 90.1%, indicating that the e-module is very practical for use in learning. Therefore, the POGIL-based thermochemistry e-module is proven to be valid and practical, and it effectively supports students’ interest and understanding in learning thermochemistry.

This article examines Process-Oriented Guided Inquiry Learning (POGIL) as an effective framework for teaching chemistry in upper secondary education within a digital learning environment. The paper outlines the theoretical foundations of POGIL and highlights its distinctions from other instructional approaches, including Problem-Based Learning (PBL), Project-Based Learning (PrBL), and Inquiry-Based Learning (IBL). A structured implementation model is proposed, encompassing group role distribution, worksheet design, and integration of digital tools such as PhET and Google Docs. An illustrative lesson on “Chemical Equilibrium” demonstrates how POGIL fosters the development of 21st-century competencies—critical thinking, creativity, communication, and collaboration (the “4Cs”). The study identifies challenges and prospects for implementation and argues that combining POGIL with digital technologies significantly enhances student motivation and learning outcomes.

The article examines how interactive teaching methods catalyze creative thinking in chemistry education at the tertiary level, with particular attention to the preparation of pre-service chemistry teachers. Drawing on constructivist learning theory and contemporary research in chemistry education, the study reframes creativity not as a solitary act of insight but as a learnable, social, and iterative competence that emerges through problem framing, representational fluency, and metacognitive regulation. The research aims to clarify conceptual pathways through which interactive approaches—problem-based learning, process-oriented guided inquiry learning (POGIL), case-based debate, Socratic dialogue, and simulation-rich labs—scaffold divergent and convergent thinking within the macroscopic–submicroscopic–symbolic “triplet” of chemical knowledge. Methodologically, the paper conducts a narrative synthesis of empirical literature and reports a design-based pilot implemented in a methods course for prospective chemistry teachers, integrating two iterative cycles of interactive modules aligned to creativity indicators: originality, flexibility, elaboration, and problem sensitivity. The results converge on three claims. First, creativity in chemistry is best developed when learners are required to translate among representational registers, making their reasoning publicly inspectable in dialogic settings. Second, structured interactivity, rather than generic “activity,” is decisive; the presence of explicit roles, consensus-building protocols, and formative feedback doubles the likelihood that students generate novel yet chemically valid solutions. Third, creative gains depend on meta-level prompts that surface criteria of chemical plausibility and model limitations, which together prevent imaginative ideation from drifting into misconception. The paper concludes with a model of interactive–creative alignment for chemistry teacher education, a set of assessable indicators and rubrics, and implications for curriculum design and policy.

This study aims to determine the effect of the POGIL learning model on critical thinking skills and collaboration skills of students in class XI sman 14 Gowa. The research design is pretest-posttest control group design. The population in the study were all grade XI students in the 2024/2025 school year which were spread into 5 study groups. The sampling technique used purposive sampling. A total of 3 study groups used in this study, namely, study group XI. B3 as an experimental class 1 applied the POGIL learning model, study group XI. B1 as experimental class 2 applied discovery learning model, and study group XI.C1 as control class applied NHT model. The data collection techniques used were critical thinking skills test and collaboration skills questionnaire. The research instruments used were a critical thinking skills test in the form of an essay of 7 questions, and a collaboration skills questionnaire of 15 statement items. The data analysis technique used was Analysis of Covariance (Ancova) using SPSS with a significant level of 0.05. Based on the Ancova test results, the significance value of the critical thinking skills variable is 0.00 &lt;0.05 and the significance value of the collaboration skills variable is 0.00 &lt;0.05, so it can be concluded that the application of the POGIL learning model has a significant effect or a real effect on the collaboration skills variable.

This research aims to produce a POGIL-based interactive chemistry e-module for chemistry learning in chapter stoichiometry or chemical calculation. This type of research is Research and Development (RnD) and the Borg and Gall development model. The subjects of this research were XI grade high school students. Product validation was carried out by material and language and media experts. The application used is Flip PDF Professional. The product trial was conducted at SMAN 71 Jakarta. The results showed that: (1) Expert assessment related to material aspects amounted to 85% with good interpretation, language aspects 85.83% good interpretation, and media aspects 82.21% good interpretation. (2) Assessment by teachers on a small and large scale as a whole increased, namely 94.91% on a small scale and 99.22% on a large scale with very good interpretation, and assessment by students as a whole also increased, namely 82% on a small scale and 83.50% on a large scale with good interpretation. It can be concluded that the e-module developed is very good and feasible to use as teaching material in the classroom and the students' independent learning process.

Cultivating students’ competencies in the 5Cs—critical thinking, creativity, communication, collaboration, and complex problem-solving—has become a central goal of 21st-century education. Process-Oriented Guided Inquiry Learning (POGIL) is widely recognized as an effective, student-centered instructional approach for developing these essential skills. To support teachers in implementing POGIL effectively, this study employed the Lesson Study (LS) model to enhance their pedagogical knowledge, instructional beliefs, teaching practices, and professional attitudes. The participants included two school principals and eight natural science teachers. Data were collected through knowledge assessments, belief scales, e-portfolios, and semi-structured interviews. Results revealed significant improvements in participants’ post-test scores for both knowledge and beliefs, indicating that LS effectively deepened their understanding of POGIL pedagogy. Moreover, participants demonstrated a notable shift in teaching perspectives—from teacher-centered to student-centered approaches. While teachers expressed highly positive perceptions of POGIL’s benefits, they also identified challenges related to adapting to student-centered strategies and managing time constraints in classroom implementation. These findings are further explored in the discussion.

This study designed and evaluated the impact of the Process-Oriented Guided Inquiry Learning (POGIL) model, supported by the XPOGIEDU website, on enhancing logical thinking skills in programming (branching, looping) among 37 students of 10th-grade vocational high school. Using the ADDIE framework, the intervention integrated collaborative group work with rotating roles, guided inquiry via worksheets, and iterative problem-solving. Data from pre/post-tests, projects, and Technology Acceptance Model (TAM) surveys were analyzed using Excel and SPSS. Results revealed significant improvements in logical thinking, with an overall normalized gain of 0.71, particularly benefiting lower-ability students (e.g., 0.83 gain in logic tests vs. 0.61 for high performers). TAM evaluations reflected strong student acceptance, with perceived usefulness (87.75%), ease of use (85.59%), and positive attitudes (87.57%), validating the platform’s usability. However, limitations such as the short study restricted deeper trend analysis and engagement. Beyond programming, this study underscores POGIL’s potential as a scalable, equity-focused pedagogy for STEM disciplines requiring structured problem-solving (e.g., engineering, data science). The findings advocate for policy reforms prioritizing technology-enhanced inquiry models in vocational and general STEM curricula to bridge skill gaps. Educators should adopt flexible grouping strategies and digital tools to cater to diverse learner needs, while institutions must invest in teacher training for guided inquiry methods. Future research should extend intervention timelines, incorporate adaptive learning technologies, and explore cross-disciplinary applications to optimize long-term outcomes. By aligning pedagogical invention with stoner-centered design, this approach addresses global demands for critical intellects complete at navigating complex STEM challenges.