• Smita S Sonoli and Shrimanjunath Sankanagoudar.
• Department of Biochemistry, K.L.E. Academy of Higher Education (KAHER) Jawaharlal Nehru Medical College, Belagavi, Karnataka, India.
• Natl Med J India. 2020 Nov 1; 33 (6): 362-365.

BackgroundOn reviewing our teaching methods through students' feedback, we realized they were dissatisfied with the present teaching methodology of lectures in terms of knowledge retention and problem-solving. This issue was addressed using student-centred and cooperative learning methodology, i.e. process-oriented guided inquiry learning (POGIL) where pre-designed questions guide students to enquire concepts, with reflection writing exercise helping students to strengthen their concepts. This study analysed the effectiveness and perceptions of POGIL sessions conducted after lectures.MethodsThe study was approved by the institutional ethical committee. A total of 42 (7 groups; each group with 6 members of high, low and average achievers) consented and POGIL-sensitized MBBS phase I students were part of the study. One-hour POGIL sessions were conducted a week after lecturing with reading material. Pre-, post- and retention test multiple-choice questions (MCQs) were administered for assessment of effectiveness and a close-ended questionnaire for recording perception.ResultsPost-test and retention test MCQ scores were statistically higher than pre-test scores both in all participants and low achievers (p<0.05). Around 60% of the students felt that the POGIL activities and working in teams helped them to understand concepts. Reflection analysis revealed the best and least understood concept and students came up with memory aids to remember complex metabolic regulation.ConclusionPOGIL might be a promising reinforcement strategy to lectures in biochemistry and preferred tool to address the issue of low achievers in the class.

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