Implementation of POGIL (Process Oriented Guided Inquiry Learning) in Physiology Lab Practice in Veterinary Medicine
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Abstract
POGIL pedagogy (Process Oriented Guided Inquiry Learning) was implemented in the practical laboratories of physiology aimed at students of Veterinary Medicine at the National University of Colombia. The objective was to explore an educational alternative based on constructivism different from the traditional methodology composed of "step by step" instructions. As tools to explore this implementation, a thought test was used to assess the critical thinking skills in students, a meta-cognition format to evaluate group work, a structured survey to explore the contribution of POGIL in various academic skills and a “Learning reflection” format to visualize the strengths and weaknesses in theoretical and practical aspects of the laboratories in Physiology. In conclusion, for the students, POGIL promotes memorization and understanding of concepts in Physiology, provides academic strengths, promotes mastery skills in instrumentation in physiology, however, no satisfactory contribution was reflected in the performance of group work in this study.
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