Abstract:
Objectives: To assess the effectiveness of process oriented guided inquiry learning (POGIL): an alternate teaching learning method for pharmacology tutorial. Methods: This cross-sectional study involved 128 students comprising of two batches namely A and B having 64 in each of them. Their tutorial classes were utilized with disturbing their routine hours and topic for POGIL was announced one week prior to both the batches. On each session one batch was taught by conventional method and another batch was asked to POGIL method under supervision. On each session the group learnt by POGIL was scored higher respectively and it was statistically significant. Results: Out of 128 students, 74 were girls and 54 were boys, to avoid unconscious bias their tutorial attendance and average of formative assessment was carried and found to be insignificant with p value of 0342 and 0.246 respectively. And in tutorial session on both session students learnt themselves under guided vision was scoring higher and it was statistically significant as well (p<00214 and p<0.0417). Conclusion: Process oriented guided inquiry learning was found to be effective student centric method and marks obtained by POGIL teaching were higher. It could be effectively used as effective self-directed and innovative learning.
Key words: Self-directed learning, POGIL, Inquiry learning, Long term memory.
