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

在通过使用过程导向的引导探究学习（POGIL）来改造本科生解剖学和生理学教育的项目中，一组8名教育工作者在整个上中西部的2年制和4年制学院和大学合作，修改了他们所有课程的共同课程，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遇到概念。 通过精心设计的一系列旨在引发批判性思维的问题，学生群体形成了共同的理解，表达这种理解的词汇，以及将他们的理解应用于不熟悉的情况的概念掌握。 POGIL策略最初是在化学课程中开发的。 通过将其应用于人体解剖学和生理学，该团队影响了健康专业关键门户课程的学习。 不仅直接参与该项目的八个机构受益，测试的活动将提交给中央POGIL网站，并通过人体解剖学和生理学学会传播，供其他机构的教师自由采用。 要求每一项活动在被认为准备好传播之前，必须在各种教育环境中证明是有效的，这增加了生物学教育工作者社区的价值。

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.