(PO-109) Empowering Learners Through Process-oriented Guided-inquiry Learning in the Anatomical Sciences

Author: Anita R. Joy-Thomas – Professor and Chair, University of Texas School of Dentistry at Houston
Author: Vuvi H. Nguyen, M.S., Ph.D. – Assistant Professor, University of Texas School of Dentistry at Houston
Submitter: Anita R. Joy-Thomas – Professor and Chair, University of Texas School of Dentistry at Houston

Objectives: Active learning strategies to improve student engagement include PBL/CBL, flipped classrooms, concept mapping, audio/video resources, and virtual/web-based tools. A group-based pedagogy for student engagement is POGIL, developed in response to the realization that delivering lectures is not the same as teaching. We hypothesized that delivery of content using POGIL will improve student engagement, confidence, and performance.

Methods: 36 dental hygiene students participated over two sessions. First, participants completed pre-tests to establish baseline knowledge. During Session-1, a 50-minute lecture was delivered, while during Session-2, students in groups of 8, completed a POGIL worksheet. Post-tests were completed within 24 hours. Delayed post-tests were administered 2 weeks after both sessions. Confidence testing was included with each of the questions. Students completed the validated ASPECT survey to assess engagement.

Results: Student performance on pre-test, post-test and delayed post-tests were assessed using ANOVA with the R statistical software. Performance significantly increased after both interventions. However, there was no significant difference in student performance between both interventions. When student performance was adjusted based on confidence scores, post-test and delayed post-test scores with Intervention-2/POGIL were significantly higher (p ≤ 0.0001). Results from the ASPECT survey were categorized into – group dynamics, instructor, activity, and perceived value. An average of 65.3%; of participants stated that group dynamics improved their understanding. With regard to their evaluation of the instructor and the activity itself, 94.08%; of participants agreed or strongly agreed that the instructor’s role was critical and 76.3%; of participants agreed or strongly agreed that the activity was engaging, stimulated interest, and helped learn the content. An average of 78.08%; of participants saw value in the POGIL activity for learning.

Conclusion: Data indicate that the use of an active learning strategy such as POGIL to deliver content can improve student engagement and student confidence, with minimal effect on student performance.