Education

Education

Integration the Process Oriented Guided Inquiry Learning (POGIL) into Sterile Pharmaceutical Preparation Course

Pages: 7  ,  Volume: 35  ,  Issue: 2 , August   2019
Received: 30 Aug 2019  ,  Published: 04 September 2019
Views: 21  ,  Download: 15

Authors

# Author Name
1 Nik Hasnida Nik Leh
2 Alias Mahmud
3 Siti Mariam Dasman

Abstract

Teaching Process Oriented Guided Inquiry Learning (POGIL) is student-centered teaching and incorporates active, team-based learning. POGIL will also be involved in guided research using carefully crafted materials that instruct and guide students to build and rebuild their knowledge. This paper describes the basic concepts of POGIL, its features, and how it can improve the quality of student learning in the new millennium. Besides, it is proposed that POGIL be integrated into the teaching of Sterile Pharmaceutical Preparation Course organized by the Training Management Division, the Ministry of Health, Malaysia. Examples of how POGIL will be implemented is shown in this paper. The aims of this paper are to generate interest among educators, with the hope of eventually developing a kind of resource sharing community through POGIL. Hence, POGIL seems to make learning more interesting and can be as the introduction to a new concept for education in Malaysia.

Keywords

  • POGIL
  • Inquiry Learning
  • Collaborative learning
  • References

    Bransford, J. D., Brown, A. L. & Cocking, R. R. (Eds.) (2000). How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press.

    Brown, P. J. P. (2010). Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population. Advances in physiology education, 34(3), 150–155. DOI:10.1152/advan.00055.2010.

    Brown, S. D. (2010). A process-oriented guided inquiry approach to teaching medicine chemistry. American journal of pharmaceutical education, 74(7), 121. doi:10.5688/aj7407121

    Chang, M.J., Chang, Y. J., Kuo, S. H., Yang, Y. H., Chou, F. H. (2011). Relationships between critical thinking ability and nursing competence in clinical nurses. J. Clin. Nurs. 20 (21–22), 3224–3232. http://dx.doi.org/10.1111/j.1365-2702.2010.03593.x

    Elliot, P. (2013). Implementation of Process Oriented Guided Inquiry Learning (POGIL) in Engineering, Department of Materials Science and Engineering, University of Florida.

    Fesler-Birch, D. (2005). Critical thinking and patient outcomes: a review. Nurs. Outlook, 53 (2), 59–65

    Hanson, J. M. (2015). The Admiralty Code: A Cognitive Tool for Self-Directed Learning. International Journal of Learning, Teaching and Educational Research, 14(1), 97-115.

    Helen, H. & Clifton, K. (2012). Promoting Student-Centered Learning with POGIL: Raleigh, North Carolina, USA.

    Idris Jusoh. (2015). A student-centered education focus lies at the heart of the Malaysia. Malaysian Education Blueprint 2015-2025 (Higher Education). Kementerian Pendidikan Malaysia.

    Abeysekera, L. & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research, Higher Education Research & Development, 34:1, 1-14, DOI: 10.1080/07294360.2014.934336.

    Levett-Jones, T., Hoffman, K., Dempsey, J., Jeong, S., Noble, D., Norton, C., Hickey, N. (2010). The ‘five rights’ of clinical reasoning: an educational model to enhance nursing students' ability to identify and manage clinically ‘at risk’ patients. Nurse Educ. Today, 30 (6),

    Margaret .(2010.). Implementing POGIL in Allied Health Chemistry Courses: Insights from Process Education. International Journal of Process Education, 2 (1), 515–520

    Michelle J. (2011). The Effectiveness of Process Oriented Guided Inquiry Learning to Reduce Alternate Conceptions In Secondary Chemistry, Liberty University, Lynchburg, VA.

    Minderhout V, Loertscher J. (2007). Lecture-free biochemistry: a process-oriented guided inquiry approach. Biochem. Mol. Biol. Educ. 35(3):172-180.

    Myers. (2012). Overcoming The Glassy-Eyed Nod: An Application of Process-Oriented Guided Inquiry Learning Techniques. Information Technology, Journal Of Learning Design, Vol. 5 No. 1, James Cook University, Australia.

    Moore, C., Black, J., Glackin, B. C. Ruppel, M., &  Watson, E. (2015). Integrating Information Literacy, the POGIL Method, and iPads into a Foundational Studies Program. Library Faculty Publications and Presentations. Paper 170. http://pdxscholar.library.pdx.edu/ulib_fac/170

    Mullins, M. H. (2017)  Actively Teaching Research Methods with a Process Oriented Guided Inquiry Learning Approach.  Journal of Teaching in Social Work, 37(4), 309-321, DOI: 10.1080/08841233.2017.1347122

    Patrick J. (2010). Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population, Department of Biology, King College, Bristol, Tennessee.

    Roller, M. C. (2015). Fundamental Nursing: Process- Oriented Guided Learning (POGIL) Research. Journal for leadership and instruction, 14(1), 20-23.

    Simonson, S. R. (2013). Implementing Process Oriented Guided Inquiry Learning (POGIL) in Undergraduate Biomechanics: Lessons Learned by a Novice. Kinesiology Faculty Publications and Presentations, Department of Kinesiology, Boise State University.

    Soltis, R., Verlinden, N., Kruger, N., Carroll, A. & Trumbo, T. (2015). Process-oriented guided enquiry learning strategy enhances students’ higher-level thinking skills in a pharmaceutical sciences course. American journal of pharmaceutical education, 79(1), 11. DOI:10.5688/ajpe79111

    Vanags, T., Pammer, K. & Brinker, J. (2013). Process-oriented guided-inquiry learning improves long-term retention of information. Advances in physiology education, 37(3), 233–41. DOI:10.1152/advan.00104.2012.

    Fachinger, J. (2006). Behavior of HTR Fuel Elements in Aquatic Phases of Repository Host Rock Formations. Nuclear Engineering & Design, 236, 54.