Transforming Undergraduate Anatomy and Physiology Education Through the Use of Process Oriented Guided Inquiry Learning

在“以过程为导向的指导性研究性学习（POGIL）改造本科解剖学和生理学教育”项目中，来自中西部上游地区的2年制和4年制学院和大学的8位教育工作者组成了一个合作小组，共同修订了他们所有专业的课程——人体解剖学和生理学。他们正在准备活动，让学生通过例子、案例研究和思考问题第一次接触概念。通过精心设计的一套问题来引出批判性思维，学生小组形成了共同的理解，词汇来表达这种理解，并掌握了将他们的理解应用于不熟悉情况的概念。POGIL策略最初是在化学课程中发展起来的。通过将其应用于人体解剖学和生理学，该团队影响了通往卫生专业的关键门户课程的学习。不仅直接参与该项目的八所机构受益，测试活动将提交给POGIL中央网站，并通过人体解剖与生理学会传播，供其他机构的教师自由采用。要求每项活动在被认为准备好传播之前，必须在各种教育环境中显示其有效性，这增加了生物教育者群体的价值。

In the project Transforming Undergraduate Anatomy and Physiology Education Through the Use of Process Oriented Guided Inquiry Learning (POGIL), a group of 8 educators at 2- and 4-year colleges and universities throughout the upper Midwest have formed a collaboration to revise a course common to all their programs, Human Anatomy and Physiology. They are preparing activities in which students encounter concepts for the first time through examples, case studies, and thought problems. In working through a carefully developed set of questions designed to elicit critical thinking, groups of students develop a common understanding, vocabulary to express that understanding, and the conceptual mastery to apply their understanding to unfamiliar situations. The POGIL strategy was initially developed in chemistry courses. By applying it to Human Anatomy and Physiology, the team influences the learning in a key gateway course to the health professions. Not only do the eight institutions directly involved in the project benefit, the tested activities will be submitted to the central POGIL site and disseminated through the Human Anatomy and Physiology Society to be freely adopted by faculty at other institutions. The requirement that each activity be shown to be effective in a variety of educational settings before it is considered ready to disseminate increases the value to the community of biology educators.