IJAR.2025.255
Type of Article: Original Research
Volume 13; Issue 4 (December 2025)
Page No.: 9387-9394
DOI: https://dx.doi.org/10.16965/ijar.2025.255
Enhancing understanding of Embryology through POGIL: An Innovative Approach
Ranjana Verma *1, Pragati Sheel Mittal 2, Sonu 3, Keerti Bhardwaj 4, Pulimi Vineel 5, Yatharth Mishra 6.
*1 Professor & Head, Anatomy, Government Institute of Medical Sciences, Greater Noida, UP, India. ORCiD: 0000-0003-2403-2384
2 Professor, Anatomy, Government Institute of Medical Sciences, Greater Noida, UP, India. ORCiD: 0000-0003-3917-0878
3 Assistant Professor, Anatomy, Government Institute of Medical Sciences, Greater Noida, UP, India. ORCiD: 0009-0005-6120-5864
4 Assistant Professor, Anatomy, NIMS Medical College, Jaipur, Rajasthan, India. ORCiD: 0009-0007-2824-2158
5 Assistant Professor, Anatomy, Government Institute of Medical Sciences, Greater Noida, UP, India. ORCiD: 0009-0005-6711-9406
6 Tutor, Anatomy, Government Institute of Medical Sciences, Greater Noida, UP, India. ORCiD: 0009-0006-5866-7643
Corresponding Author: Dr. Ranjana Verma, Professor & Head, Anatomy, Government Institute of Medical Sciences, Greater Noida, UP, India. E-Mail: ranjanaverma318@gmail.com
ABSTRACT
Background: Many research studies have revealed that traditional teaching methods in higher education do not completely meets the students’ educational needs and have led to several initiatives. One of these initiatives is Process Oriented, Guided-Inquiry Learning (POGIL) which helps the students to develop the skills they need to be successful in medical careers. The aim of the present study is to introduce POGIL technique for improvement in students’ understanding of the core concepts in embryology and enhance high order thinking skills.
Methods: The study was conducted on 100 students of MBBS Phase I in GIMS, Greater Noida, UP, India. The POGIL technique was implemented in two sessions, one is on the development of Gastrointestinal & Genitourinary system and another is on the development of cardiovascular system. The effectiveness of POGIL was assessed by MCQ test. The learner satisfaction was taken on Likert scale and perceptions of the faculty were taken by one-to-one interview.
Results: The mean marks scored by POGIL group was 6.78±1.98 on development of GIT and GUT in session 1 and 5.5±1.41 on the development of CVS in session 2. Improvement in score was observed in both sessions in comparison to traditional teaching method but was statistically significant in session 2 only.
Conclusions: A majority of the students felt that POGIL technique had overall beneficial effect on their learning process and the group dynamics. They started to take ownership of their learning whereas a few students felt that the activity was not useful in improving their academic performance. Faculty were fairly satisfied with this innovative technique. The use of the POGIL is newer approaches which actively engages the students and promote them to be lifelong learner.
Key words: POGIL, Traditional teaching method, Embryology models, Academic performance, Medical education.
REFERENCES
[1]. National Medical Commission. Regulations on Graduate Medical Education, 2012. Available from:https://www.nmc.org.in/documents/e_Gazette_Amendments/2012_Feb27_62051_Gazette_Notification_ NEET-UG.PDF. Aug. 19, 2021.
[2]. Trullàs JC, Blay C, Sarri E, et al. Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review. BMC Med Educ. 2022;22:104. https://doi.org/10.1186/s12909-022-03154-8
PMid:35177063 PMCid:PMC8851721
[3]. Yew EHJ, Goh K. Problem-based learning: an overview of its process and impact on learning. Health Prof Educ. 2016;2(2):75-79.
https://doi.org/10.1016/j.hpe.2016.01.004
[4]. Burgess A, van Diggele C, Roberts C, et al. Team-based learning: design, facilitation and participation. BMC Med Educ. 2020 Dec 3;20(Suppl 2):461.
https://doi.org/10.1186/s12909-020-02287-y
PMid:33272267 PMCid:PMC7712595
[5]. Tsekhmister Y. Effectiveness of case-based learning in medical and pharmacy education: a meta-analysis. Electron J Gen Med. 2023;20(2):em456. https://doi.org/10.29333/ejgm/13315
[6]. McLean SF. Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature. J Med Educ Curric Dev. 2016; 3:39-49. https://doi.org/10.4137/JMECD.S20377
PMid:29349306 PMCid:PMC5736264
[7]. Jaffe L, Gibson R, D’Amico M. Process-oriented guided-inquiry learning: a natural fit for occupational therapy education. Occup Ther Health Care. 2015;29(2):115-125. https://doi.org/10.3109/07380577.2015.1010030
PMid:25821891
[8]. Chase A, Pakhira D, Marilyne S. Implementing process-oriented, guided-inquiry learning for the first time: adaptations and short-term impacts on students’ attitude and performance. J Chem Educ. 2013;90(4):409-416.
https://doi.org/10.1021/ed300181t
[9]. Brown SD. A process-oriented guided inquiry approach to teaching medicinal chemistry. Am J Pharm Educ. 2010;74(7):121.
https://doi.org/10.5688/aj7407121
PMid:21088726 PMCid:PMC2972515
[10]. Tang Y, Liu H, Zhou K, Zhang T, Sun C. Implementation of the POGIL-based flipped classroom learning: an approach to promote learning in emergency medicine. Res Square. Preprint posted online 2020.
https://doi.org/10.21203/rs.3.rs-29069/v1
[11]. Rumain B, Geliebter A. A process-oriented guided-inquiry learning (POGIL)-based curriculum for the experimental psychology laboratory. Psychol Learn Teach. 2020;19(3):311-326.
https://doi.org/10.1177/1475725720905973
[12]. Brown PJ. Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population. Adv Physiol Educ. 2010;34(3):150-155.
https://doi.org/10.1152/advan.00055.2010
PMid:20826770
[13]. Roller MC, Zori S. The impact of instituting process-oriented guided-inquiry learning (POGIL) in a fundamental nursing course. Nurse Educ Today. 2017;50:72-76. https://doi.org/10.1016/j.nedt.2016.12.003
PMid:28012981
[14]. Mehta B, Bhandari B. Engaging medical undergraduates in question making: a novel way to reinforcing learning in physiology. Adv Physiol Educ. 2016;40(3):398-401. https://doi.org/10.1152/advan.00068.2016
PMid:27503900
[15]. Soltis R, Verlinden N, Kruger N, Carroll A, Trumbo T. Process-oriented guided inquiry learning strategy enhances students’ higher level thinking skills in a pharmaceutical sciences course. Am J Pharm Educ. 2015;79(1):11.
https://doi.org/10.5688/ajpe79111
PMid:25741027 PMCid:PMC4346823
[16]. Straumanis A, Simons EA. A multi-institutional assessment of the use of POGIL in organic chemistry. In: Moog RS, Spencer JN, editors. Process Oriented Guided Inquiry Learning (POGIL). Washington, DC: American Chemical Society; 2008. p. 226-239.
https://doi.org/10.1021/bk-2008-0994.ch019
[17]. Sonoli SS, Sankanagoudar S. Effectiveness and perceptions of MBBS students about process-oriented guided inquiry learning in biochemistry. Natl Med J India. 2020;33(6):321-324.
https://doi.org/10.4103/0970-258X.321143
PMid:34341216
[18]. Hanson D. Instructor’s guide to process-oriented guided-inquiry learning. Lisle (IL): Pacific Crest; 2006. Available from: https://pogil.org/resources/implementation/instructors-guide. Accessed 2014 Jan 13.
