A Study to Evaluate the Perception of Learning Outcomes Using Jigsaw Classroom Technique Among Medical Undergraduates

Taruna Gogia; Shishir Dutt

doi:10.55489/njmr.150120251046

Authors

Taruna Gogia Department of Physiology, GS Medical College and Hospital, Pilkhuwa, Hapur, Uttar Pradesh, India
Shishir Dutt Department of Physiology, Santosh Deemed to be University, Ghaziabad, NCR Delhi, India

DOI:

https://doi.org/10.55489/njmr.150120251046

Keywords:

Medical education, Jigsaw technique, Active learning method

Abstract

Background: With advancements in technology, active learning methods are being proposed in medical education. The jigsaw classroom method, a type of active learning method, has shown promising outcomes. This study was conducted to understand the effects of the jigsaw technique and learn students perceptions of the same.

Materials & Methods: A total of 150 students were included in the study. Each student was asked to prepare a subtopic, discuss internally with the students preparing same subtopic, and then taught the other students through seminars. At the end of these sessions, a questionnaire with likert scale was circulated to record the understanding of the topic in the students and their views on continuation of this technique for other important study topics.

Results: Students demonstrated proficiency in comprehending the subtopic assigned to them, but were not very successful in retaining the knowledge of topics taught to them by other students. The results also demonstrated that students were eager to engage in the jigsaw technique if supplemented with regular lectures of the syllabus.

Conclusion: Combining traditional lectures covering the entire topic and employing the jigsaw method can enhance students comprehensive understanding of the material.

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