PT  - JOURNAL ARTICLE
AU  - Soltis, Robert
AU  - Verlinden, Nathan
AU  - Kruger, Nicholas
AU  - Carroll, Ailey
AU  - Trumbo, Tiffany
TI  - Process-Oriented Guided Inquiry Learning Strategy Enhances Students’ Higher Level Thinking Skills in a Pharmaceutical Sciences Course
AID  - 10.5688/ajpe79111
DP  - 2015 Feb 17
TA  - American Journal of Pharmaceutical Education
PG  - 11
VI  - 79
IP  - 1
4099  - http://www.ajpe.org/content/79/1/11.short
4100  - http://www.ajpe.org/content/79/1/11.full
SO  - Am J Pharm Educ2015 Feb 17; 79
AB  - Objective. 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.Design. 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.Assessment. 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.Conclusion. The use of the POGIL strategy increased student overall performance on examinations, improved higher-level thinking skills, and provided an interactive class setting.