Process-oriented guided-inquiry learning: A natural fit for occupational therapy education

Lynn Jaffe, Robert W Gibson, Mariana L Damico

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

After a brief review of the major group cooperative learning strategies, this article presents the format and use of Process-Oriented Guided-Inquiry Learning (POGIL) as a recommended teaching strategy for occupational therapy classes. This recommendation is based upon evidence of effectiveness of this strategy for enhancing critical thinking, content retention, and teamwork. Strategies for learning the process and suggestions for its use are based upon literature evidence and the authors' experiences with this strategy over 4 years in a class on evidence-based practice.

Original languageEnglish (US)
Pages (from-to)115-125
Number of pages11
JournalOccupational Therapy in Health Care
Volume29
Issue number2
DOIs
StatePublished - Apr 3 2015

Fingerprint

Occupational Therapy
Learning
Education
Evidence-Based Practice
Teaching

Keywords

  • Evidence-based practice
  • Inquiry learning
  • Teaching strategies

ASJC Scopus subject areas

  • Occupational Therapy

Cite this

Process-oriented guided-inquiry learning : A natural fit for occupational therapy education. / Jaffe, Lynn; Gibson, Robert W; Damico, Mariana L.

In: Occupational Therapy in Health Care, Vol. 29, No. 2, 03.04.2015, p. 115-125.

Research output: Contribution to journalArticle

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