Active learning methodology – jigsaw technique: An innovative method in learning anatomy

Abstract

Introduction: For years together, gross anatomy is taught by the traditional teacher-oriented teaching method, i.e., students have to attend the lecture classes followed by the dissection on cadavers. In general, most of the students find it difficult to understand and retain gross anatomy. Active learning (AL) has received considerable attention over the past several years and is often contrasted to the traditional lecture where students passively receive information from the instructor. Class time is also brief and precious, and the information we want to communicate to our students is also important. AL Methodology (ALM) by jigsaw technique encourages active student participation, maximizes their own and each other's learning, and improves their communication skills which can be applied beyond anatomy to their careers as future physicians. The aim of the study is to assess the effect of implementation of AL method as a learning tool on the learning and performance of 1st-year medical students. Material and Methods: The project was carried out in the Department of Anatomy comprising 150 first professional MBBS students. Sensitization session with students and faculty was done. Two topics already taught by traditional didactic lecture were chosen for the jigsaw technique. Effectiveness of learning experience was evaluated by the students and faculty through a prevalidated feedback questionnaire with a five-point Likert scale to record their experiences, perception, and attitude toward the ALM (jigsaw). Results: The findings of student's feedback on five-point Likert scale revealed that the students were in favor that ALM was helpful in improving the learning skills and major topics should be taught by this AL methodology. Discussion and Conclusion: The study results show that ALM jigsaw technique is an effective teaching method. ALM by jigsaw technique motivated and encouraged active student participation and discussions. Students and faculty both favored the use of ALM.