Jigsaw technique as an active learning strategy in Physiology for I MBBS Students

Soundariya K,Deepika V,Senthilvelou M,Shivayogappa S Teli,Mangani Mangalavalli S,Senthamil Selvi K

doi:10.51248/.v41i3.291

Abstract

Introduction and Aim: Innovative learning strategies may be introduced along with the conventional methods to enhance active learning by the students. Jigsaw technique is a co-operative learning method, where students play a dual role as an active learner and teacher. Hence the present study aimed to introduce and assess the acceptability of the Jigsaw technique as an active learning strategy in Physiology for first year medical undergraduates. Methods: Five parent groups were formed from 30 first year medical undergraduates with six members in each group. Each member in the parent group was allotted a sub-topic in “Immunity”. Members with the same sub-topic joined to from the expert groups. After three sessions of face-face and asynchronous online discussions spanning a duration of three weeks, facilitated by faculty, the students returned to their parent groups for peer teaching and presentation. The content of the presentation was evaluated by faculty with help of a checklist. Feedback questionnaire was administered to both the students and the faculty to assess their perceptions and acceptability of Jigsaw technique. Results: Jigsaw method was addressed as an innovative method that favored active participation, high interaction and promoted communication skills and referral habits among the students. However. it was time consuming, and students expressed difficulty in adapting to the technique. Conclusion: Students consider the learning process enjoyable and effective with Jigsaw technique in Physiology. However, owing to the time consumption and its complexity it may be sparingly used in routine curriculum.

Highlights

Introduction and AimInnovative learning strategies may be introduced along with the conventional methods to enhance active learning by the students
Jigsaw technique is unique in promoting peer teaching as well as learning as here the students work towards the mastery over a particular concept and become an expert in sharing the obtained knowledge with their peers (6)
Considering the responses, most of the students accepted that Jigsaw method generated interest, enabled in depth understanding, enhanced the communication skills and considered it as an effective way of learning

Summary

Introduction

Innovative learning strategies may be introduced along with the conventional methods to enhance active learning by the students. Jigsaw technique is a co-operative learning method, where students play a dual role as an active learner and teacher. The present study aimed to introduce and assess the acceptability of the Jigsaw technique as an active learning strategy in Physiology for first year medical undergraduates. Active learning strategies enhance student participation and learning process compared to the traditional didactic lectures (1,2). The Jigsaw technique is a cooperative learning technique where each student is made to play an essential role by active participation (5). Active learning techniques that improve student participation, concept understanding, and long-term retention need to be integrated with the traditional teaching methods in Physiology

Methods

Results

Discussion

Conclusion