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  • POGIL Presentation 9th GCC Medical Education Conference

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    decgaynor
    83 vues16 pages
    Background: Process Oriented Guided Inquiry Learning (POGIL) is a student centered approach to learning applied to basic sciences such as chemistry, biology and other biomedical sciences. First year medical students participated in a voluntary POGIL programme that supplemented the organic and physical chemistry course in semester 2. Objectives: Identify student factors that promoted or reduced motivation to participate in programme. Identify perceived benefits and areas of strength and weakness in the POGIL programme and its activities. Methods: Towards the end of the voluntary POGIL programme a 26 item online questionnaire containing Likert-type scale and free text items was administered to the first year class capturing responses from 3 student groups (POGIL participants, students eliminated from POGIL programme and non participants). Results: From a class of 140 first year students, 100 responses to the questionnaire were recorded. Student perceptions of the POGIL programme, its benefits, areas of strength and weakness are presented. The most common benefit associated with the POGIL activities, as identified by students, was ‘increased understanding of learning material’. ‘Lack of perceived benefits’ and ‘time constraints’ were commonly cited by the non participant group as reasons for not participating in the programme. In the participant group students had the highest levels of agreement with items indicating the activities increased deeper understanding of concepts and development of teamwork skills. Conclusions: Student perceptions indicate that POGIL is an effective student centered learning approach which has been successfully applied in a voluntary first year chemistry course in a medical programme. Its application in the subject areas of chemistry that require deeper understanding of basic chemical concepts is appropriate and it is expected to be more effective as an integrated component of the chemistry course as opposed to being a supplementary programme.

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    Background: Process Oriented Guided Inquiry Learning (POGIL) is a student centered approach to learning applied to basic sciences such as chemistry, biology and other biomedical sciences. First year medical students participated in a voluntary POGIL programme that supplemented the organic and physical chemistry course in semester 2. Objectives: Identify student factors that promoted or reduced motivation to participate in programme. Identify perceived benefits and areas of strength and weakness in the POGIL programme and its activities. Methods: Towards the end of the voluntary POGIL programme a 26 item online questionnaire containing Likert-type scale and free text items was administered to the first year class capturing responses from 3 student groups (POGIL participants, students eliminated from POGIL programme and non participants). Results: From a class of 140 first year students, 100 responses to the questionnaire were recorded. Student perceptions of the POGIL programme, its benefits, areas of strength and weakness are presented. The most common benefit associated with the POGIL activities, as identified by students, was ‘increased understanding of learning material’. ‘Lack of perceived benefits’ and ‘time constraints’ were commonly cited by the non participant group as reasons for not participating in the programme. In the participant group students had the highest levels of agreement with items indicating the activities increased deeper understanding of concepts and development of teamwork skills. Conclusions: Student perceptions indicate that POGIL is an effective student centered learning approach which has been successfully applied in a voluntary first year chemistry course in a medical programme. Its application in the subject areas of chemistry that require deeper understanding of basic chemical concepts is appropriate and it is expected to be more effective as an integrated component of the chemistry course as opposed to being a supplementary programme.

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    83 vues16 pages

    POGIL Presentation 9th GCC Medical Education Conference

    Transféré par

    decgaynor
    Background: Process Oriented Guided Inquiry Learning (POGIL) is a student centered approach to learning applied to basic sciences such as chemistry, biology and other biomedical sciences. First year medical students participated in a voluntary POGIL programme that supplemented the organic and physical chemistry course in semester 2. Objectives: Identify student factors that promoted or reduced motivation to participate in programme. Identify perceived benefits and areas of strength and weakness in the POGIL programme and its activities. Methods: Towards the end of the voluntary POGIL programme a 26 item online questionnaire containing Likert-type scale and free text items was administered to the first year class capturing responses from 3 student groups (POGIL participants, students eliminated from POGIL programme and non participants). Results: From a class of 140 first year students, 100 responses to the questionnaire were recorded. Student perceptions of the POGIL programme, its benefits, areas of strength and weakness are presented. The most common benefit associated with the POGIL activities, as identified by students, was ‘increased understanding of learning material’. ‘Lack of perceived benefits’ and ‘time constraints’ were commonly cited by the non participant group as reasons for not participating in the programme. In the participant group students had the highest levels of agreement with items indicating the activities increased deeper understanding of concepts and development of teamwork skills. Conclusions: Student perceptions indicate that POGIL is an effective student centered learning approach which has been successfully applied in a voluntary first year chemistry course in a medical programme. Its application in the subject areas of chemistry that require deeper understanding of basic chemical concepts is appropriate and it is expected to be more effective as an integrated component of the chemistry course as opposed to being a supplementary programme.

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    Student perspectives of a new basic sciences

    teaching approach called POGIL (Process


    Oriented Guided Inquiry Learning).
    9
    th
    GCC Medical Education Conference
    November 25
    th
    2013
    Lana Mohammed Saleh, Maryam Adam Ali and Declan Gaynor
    What is POGIL (Process Oriented Guided
    Inquiry Learning)

    Student centered pedagogical technique
    Enhances learning through collaboration


    Cooperative learning has
    been showed to promote higher
    performance than competitive or
    individualistic learning
    approaches.

    D. W. Johnson & R. T. Johnson
    (1999): Making cooperative
    learning work, Theory Into
    Practice, 38:2, 67-73

    POGIL learning cycle
    Concept
    invention
    Application
    Exploration
    Construct
    new
    knowledge
    Develop
    process
    skills
    POGIL success
    Farrell, J. J., Moog, R. S., and Spencer, J. N.
    (1999). A guided inquiry general chemistry
    course. J. Chem. Educ., 76, 570-574.
    Lewis, J. E., and Lewis, S. E. (2005).

    Departing from lectures: An evaluation of a
    peer-led guided inquiry alternative. J. Chem.
    Educ., 82(1), 135-139.

    Straumanis A., and Simons E.
    (2006). Assessment of student learning in
    POGIL organic chemistry. Abstracts of papers
    of the American Chemical Society, 26 Mar
    2006, Vol. 231. 1272-CHED

    S. A. Hein (2012), Positive Impacts Using
    POGIL in Organic Chemistry, J Chem Educ, 89,
    860-864.

    FY POGIL implementation
    POGIL Pilot
    General
    Chemistry
    Post-
    lecture
    activities
    Evaluation
    feedback
    POGIL
    programme
    Organic
    Chemistry
    Pre-lecture
    activities
    Evaluation
    feedback
    Performance
    improvements
    Compulsory
    70 students / activity
    Voluntary
    25 students / activity
    POGIL Pilot evaluation feedback
    The POGIL activity tutorials compared to the small group tutorials in same module

    4
    4
    5
    4
    20
    14
    22
    18
    22
    20
    30
    13
    54
    62
    43
    65
    0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
    encouraged me to be a more active
    learner in class
    were more effective in improving my
    communication skills
    were more effective in improving my
    problem solving skills
    were more effective in improving my
    teamwork skills
    N/A
    Negative
    Neutral
    Positive
    Participation in voluntary POGIL programme
    Non-
    registered
    64%
    Registered
    but
    withdrawn
    15%
    Active
    participants
    21%
    n = 141
    We didnt register in the POGIL programme
    because...
    Time and
    Duration
    45%
    Lack of perceived
    benefit
    33%
    Lack of interest
    9%
    Learning styles
    13%
    Why we didnt complete the POGIL
    proramme?
    Time and
    Duration
    27%
    Lack of perceived
    benefit
    46%
    Strict rules
    7%
    No appropriate
    help provided
    7%
    Other reasons
    13%
    Why we did complete the POGIL proramme?
    Improve
    understanding
    62%
    Develop skills
    17%
    Social reasons
    7%
    Assessment
    performance
    14%
    What we liked about the programme?
    What we didnt like about the programme?
    Recommendations
    Less strict rules
    Questions:
    Fewer
    More direct relevance to the lectures
    Reduce difficulty
    More instructor participation.


    Lessons learned by the instructor
    Ensure appropriate workload and duration
    Provide live feedback
    Provide motivation
    Locate appropriate resources

    Acknowledgements
    Ms. Aamal Radhi
    Dr Seamas Cassidy
    9
    th
    GCC Medical Education Conference
    Committee

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