title: Process-oriented guided-inquiry learning: a natural fit for occupational therapy education.
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.
authors.affiliation: 1Florida Gulf Coast University, Fort Myers, FL, USA.
authors.forename: Lynn
authors.initials: L
authors.lastname: Jaffe
authors.forename: Robert
authors.initials: R
authors.lastname: Gibson
authors.forename: Mariana
authors.initials: M
authors.lastname: D'Amico
mesh_terms: D003299:Cooperative Behavior; D003479:Curriculum; D055317:Evidence-Based Practice; D006801:Humans; D007858:Learning; D009788:Occupational Therapy / Q000193:education*; D012106:Research; D013663:Teaching / Q000379:methods*; D013850:Thinking
keywords: Evidence-based practice; Inquiry learning; Teaching strategies