Undergraduate Education Research Articles

Analysis of Extracurricular Programs That Affect College Students' Writing and Speaking Skills

Communication skills such as writing and speaking contribute to learners' satisfaction with school life, academic achievement, and improvement of adaptability. In particular, the extracurricular activities experienced during college affect the acquisition of key qualities necessary for social life. The purpose of this study is to identify the extracurricular programs that affect the writing and speaking ability of college students. To confirm the purpose of this study, data were collected through an online survey conducted from April to May 2022 for current students at 4-year E-University located in Gyeonggi-do. The measurement tool is the Korea-National Survey of Student Engagement (K-NSSE). The Undergraduate Education Satisfaction Survey is a diagnostic tool that can obtain objective information on the quality and performance of undergraduate education by diagnosing undergraduate students' learning participation, learner psychology, high-efficiency program participation, and student performance. For the analysis method, frequency analysis and descriptive statistical analysis were performed. In addition, correlation analysis was performed to examine the validity between variables and to confirm multicollinearity. Finally, multiple regression analysis was performed to verify the influence of the non-examination program on the writing and speaking ability of college students. Results showed that the extracurricular program on the writing ability of college students had an influence in the order of learning mentoring, freshman orientation, professor's research project, and learning community activity. Moreover, the extracurricular program that affected the speaking ability of college students had an influence in the order of learning mentoring, professor's research project, freshman orientation, and learning community activity.

Adopting academic rank in a rural community practice affiliated with an academic medical center

BackgroundUnited States rural community-based practices are increasingly participating in undergraduate and graduate medical education to train the workforce of the future, and are required or encouraged to provide academic appointments to physicians who have typically not held an academic appointment. Mechanisms to identify faculty and award academic appointments across an entire health system have not been reported.MethodsOur rural community regional practice identified academic appointments as important for participating in medical education. Over a three-year period, our regional leadership organized a formal education committee that led a variety of administrative changes to promote the adoption of academic rank. Data on attainment of academic appointments was obtained from our Academic Appointment and Promotion Committee, and cross referenced with data from our regional human resources department using self-reported demographic data.ResultsWe describe a successful adoption strategy for awarding academic rank in a rural regional practice in which the percentage of physician staff with academic rank increased from 41.1 to 92.8% over a 3-year period.ConclusionsOur experience shows that process changes can rapidly increase and then sustain academic appointments for physicians over time. More rural health systems may want to consider the use of academic rank to support educational programs while enhancing physician satisfaction, recruitment and retention.

EXPLORING STUDENTS’ EXPERIENCES IN WRITING THESIS PROPOSAL WITH THE ASSISTANCE OF CHATGPT

Writing a thesis proposal is an important part of undergraduate education. However, many students face difficulties in writing a thesis proposal, such as selecting an appropriate topic and systematic preparation. In technological developments, ChatGPT can help students in the process of writing a thesis proposal by providing writing assistance, critical thinking, and other information. This research aims to gain the perception and challenges of students in using ChatGPT in assisting them writing their thesis proposals. To get to these aims, the researcher implemented a research and development design by using qualitative methods.. This research was conducted at Al Asyariah Mandar University . The subjects of this research were the seventh semester students of Mathematic Education and Bahasa Indonesia Education in the academic year 2023-2024. In this study, students will be interviewed and asked to share their experiences, the effectiveness and challenges on the assistance of chatgpt in writing their thesis proposals. In the interview results, ChatGPT helps users in finding thesis proposal titles, give information and ideas in building introductions, and providing alternative solutions to deepen the understanding of the proposal. It is important to consider and verify information with more reliable and accurate sources. The use of ChatGPT in writing thesis proposals is an interesting and effective alternative, but users also need to remain critical and selective in utilizing it. In further research, more interviews and case studies need to be conducted to obtain a more comprehensive understanding of the use of ChatGPT in writing thesis proposals. Although ChatGPT has limitations, respondents consider its use to improve productivity and learning efficiency. Therefore, the use of ChatGPT can be considered as an attractive alternative in writing thesis proposals, while maintaining a critical approach in utilizing it and verifying the information provided.

The Impact of Ward Round Strategy in Clinical Pharmacy Undergraduate Internship Teaching on the Awareness Rate of Clinical Pharmacists is Being Studied

This study aims to explore the awareness of clinical pharmacists among patients during ward rounds when they are not accompanied by interns, and to compare the level of awareness of clinical pharmacists among them after teaching undergraduate interns about ward rounds strategies. It explores whether undergraduate internship teaching would change (increase or decrease) the awareness of clinical pharmacists.

Understanding Health Care Students' Perceptions, Beliefs, and Attitudes Toward AI-Powered Language Models: Cross-Sectional Study.

ChatGPT was not intended for use in health care, but it has potential benefits that depend on end-user understanding and acceptability, which is where health care students become crucial. There is still a limited amount of research in this area. The primary aim of our study was to assess the frequency of ChatGPT use, the perceived level of knowledge, the perceived risks associated with its use, and the ethical issues, as well as attitudes toward the use of ChatGPT in the context of education in the field of health. In addition, we aimed to examine whether there were differences across groups based on demographic variables. The second part of the study aimed to assess the association between the frequency of use, the level of perceived knowledge, the level of risk perception, and the level of perception of ethics as predictive factors for participants' attitudes toward the use of ChatGPT. A cross-sectional survey was conducted from May to June 2023 encompassing students of medicine, nursing, dentistry, nutrition, and laboratory science across the Americas. The study used descriptive analysis, chi-square tests, and ANOVA to assess statistical significance across different categories. The study used several ordinal logistic regression models to analyze the impact of predictive factors (frequency of use, perception of knowledge, perception of risk, and ethics perception scores) on attitude as the dependent variable. The models were adjusted for gender, institution type, major, and country. Stata was used to conduct all the analyses. Of 2661 health care students, 42.99% (n=1144) were unaware of ChatGPT. The median score of knowledge was "minimal" (median 2.00, IQR 1.00-3.00). Most respondents (median 2.61, IQR 2.11-3.11) regarded ChatGPT as neither ethical nor unethical. Most participants (median 3.89, IQR 3.44-4.34) "somewhat agreed" that ChatGPT (1) benefits health care settings, (2) provides trustworthy data, (3) is a helpful tool for clinical and educational medical information access, and (4) makes the work easier. In total, 70% (7/10) of people used it for homework. As the perceived knowledge of ChatGPT increased, there was a stronger tendency with regard to having a favorable attitude toward ChatGPT. Higher ethical consideration perception ratings increased the likelihood of considering ChatGPT as a source of trustworthy health care information (odds ratio [OR] 1.620, 95% CI 1.498-1.752), beneficial in medical issues (OR 1.495, 95% CI 1.452-1.539), and useful for medical literature (OR 1.494, 95% CI 1.426-1.564; P<.001 for all results). Over 40% of American health care students (1144/2661, 42.99%) were unaware of ChatGPT despite its extensive use in the health field. Our data revealed the positive attitudes toward ChatGPT and the desire to learn more about it. Medical educators must explore how chatbots may be included in undergraduate health care education programs.

Feasibility Study of Visual Teaching Materials in Flipped Classroom Based on Network in Clinical Medicine Internal Medicine Education

In order to meet the needs of talent cultivation and education informatization in colleges in the era of Internet + , this study takes the visual teaching materials Clinical Thinking of Internal Medicine and Nephrology , based on the network flipped classroom as examples to explores the construction and application mode of new form teaching materials from the characteristics of undergraduate teaching in clinical internal medicine. This web-based visual teaching material for the flipped classroom fully integrates the basic knowledge of internal medicine with clinical applications, forming a new form of teaching materials with rich teaching content and flexible teaching methods.

Teaching Critical Thinking With Argument Mapping

Critical thinking is the cornerstone of any undergraduate education. One technique for helping students develop critical thinking skills is argument mapping. Argument mapping involves diagraming the arguments for and against a proposition. The map also includes each piece of evidence used to support these arguments. Argument mapping can help students avoid confirmation bias by bringing attention to arguments and evidence which may run counter to their prior beliefs. It also prompts consideration of the strength of arguments and the quality of evidence. We describe how argument mapping can be incorporated in an undergraduate class and then present an example of a classroom exercise. The exercise involves mapping the arguments in a speech by American Secretary of State Colin Powell justifying the use of military force in Iraq before the United Nations Security Council in February 2013.

Faculty Behaviors and Beliefs About Teaching Gun Violence Prevention in Undergraduate Nursing Programs.

Gun violence is a public health crisis, but nurses report receiving little education related to gun violence prevention (GVP). This study aimed to describe undergraduate nursing faculty teaching behaviors and perceptions related to GVP and explore factors associated with teaching it. A cross-sectional survey design was used. Less than one-third of faculty taught GVP. Knowledge, confidence, and beliefs were significantly associated with teaching GVP. Most were favorable to include GVP in curricula and agreed assessing for gun access, counseling about safe gun storage, and counseling about lethal means restriction should be taught. Key barriers included content saturation, political atmosphere, lack of educational materials, and lack of topic expertise. Faculty agree that GVP should be taught, but most do not teach it in undergraduate nursing programs. Faculty development programs focused on GVP and support from national nursing organizations may decrease barriers in incorporating GVP into curricula.

Empowering Medical Students to Practice High-Value Care

Over the last decade, initiatives like the Choosing Wisely campaign have promoted the practice of evidence-based, cost-conscious care. However, education surrounding value in medicine has been largely restricted to graduate-level medical education or post-clerkship undergraduate medical education. Here, we present a mixed-methods study evaluating pre-clerkship medical student engagement with and response to new value-based curricular initiatives to assess whether high-value care (HVC) can be introduced successfully earlier in training. Initiatives were introduced into the pre-clerkship clinical curriculum without major alterations to the established curricular structure. These comprised an annual event devoted to self-reflecting on HVC observed in prior and current clinical experiences and subsequent small-group facilitated discussion. Engagement with and response to these initiatives were analyzed for two whole-class cohorts using an abductive, progressive focusing approach complementing quantitative survey data. Baseline familiarity with HVC and post-event response to the annual event was higher and more positive, respectively, among responders from the Class of 2025 compared with those from the Class of 2024. Analysis of reflection essays revealed the emergence of five primary themes differentiating the two class years: (1) understanding HVC, (2) addressing barriers to HVC, (3) medical waste and underserved communities, (4) patient–physician relationship and value, and (5) self-reflection. Evaluation of thematic patterns in light of survey response data suggests that early clinical exposure combined with intentional self-reflection could promote engagement with HVC topics in a way that shapes students’ foundational understanding of the practice of medicine.

Critical Thinking Profile and Environmental Literacy Analysis of Al-Washliyah Labuhanbatu University Biology Education Undergraduate Students

Critical Thinking Profile and Environmental Literacy Analysis of Al-Washliyah Labuhanbatu University Biology Education Undergraduate Students

Chairside learning on undergraduate clinics: general dental and human disease themes

Introduction Chairside teaching is an important part of dental undergraduate clinical education. Bedside teaching is well-reported in relation to undergraduate medicine but few publications relate to undergraduate dentistry.Aims and objectives To investigate the experience and benefits from chairside teaching/learning in the clinical years of a five-year dental programme in a UK university. We asked about general dental topic learning as well as human disease (HD) learning.Materials and methods An online survey gathered dental students' opinions on their recognition, knowledge and experience of chairside teaching/learning. We asked about clinics and clinicians and where they gained most from chairside teaching/learning. We encouraged free-text responses.Results Altogether, 127 students took part (62% response). Response rates approximated 60% for all three years. In total, 93% felt that chairside teaching/learning helped to a moderate/great extent for general dental topics and 73% felt that chairside teaching/learning helped to a moderate/great extent for HD topics. Free-text comments revealed students valued chairside teaching/learning and from which grade/level of staff they learned most.Discussion and conclusion Chairside teaching/learning is largely unreported and unrecognised in undergraduate education. Although not formally timetabled, enthusiastic staff with enough time to engage in chairside teaching can have a positive impact on student learning.

Evaluation of the BOPPPS model on otolaryngologic education for five-year undergraduates

BackgroundThis study aimed to assess the effectiveness of the BOPPPS model (bridge-in, learning objective, pre-test, participatory learning, post-test, and summary) in otolaryngology education for five-year undergraduate students.MethodsA non-randomized controlled trial was conducted with 167 five-year undergraduate students from Anhui Medical University, who were allocated to an experimental group and a control group. The experimental group received instruction using the BOPPPS model, while the control group underwent traditional teaching methods. The evaluation of the teaching effectiveness was performed through an anonymous questionnaire based on the course evaluation questionnaire. Students’ perspectives and self-evaluations were quantified using a five-point Likert scale. Furthermore, students’ comprehension of the course content was measured through a comprehensive final examination at the end of the semester.ResultsStudents in the experimental group reported significantly higher scores in various competencies compared to the control group: planning work (4.27 ± 0.676 vs. 4.03 ± 0.581, P < 0.05), problem-solving skills (4.31 ± 0.624 vs. 4.03 ± 0.559, P < 0.01), teamwork abilities (4.19 ± 0.704 vs. 3.87 ± 0.758, P < 0.05), and analytical skills (4.31 ± 0.719 vs. 4.05 ± 0.622, P < 0.05). They also reported higher motivation for learning (4.48 ± 0.618 vs. 4.09 ± 0.582, P < 0.01). Additionally, students in the experimental group felt more confident tackling unfamiliar problems (4.21 ± 0.743 vs. 3.95 ± 0.636, P < 0.05), had a clearer understanding of teachers’ expectations (4.31 ± 0.552 vs. 4.08 ± 0.555, P < 0.05), and perceived more effort from teachers to understand their difficulties (4.42 ± 0.577 vs. 4.13 ± 0.59, P < 0.01). They emphasized comprehension over memorization (3.65 ± 1.176 vs. 3.18 ± 1.065, P < 0.05) and received more helpful feedback (4.40 ± 0.574 vs. 4.08 ± 0.585, P < 0.01). Lecturers were rated better at explaining concepts (4.42 ± 0.539 vs. 4.08 ± 0.619, P < 0.01) and making subjects interesting (4.50 ± 0.546 vs. 4.08 ± 0.632, P < 0.01). Overall, the experimental group expressed higher course satisfaction (4.56 ± 0.542 vs. 4.34 ± 0.641, P < 0.05). In terms of examination performance, the experimental group scored higher on the final examination (87.7 ± 6.7 vs. 84.0 ± 7.7, P < 0.01) and in noun-interpretation (27.0 ± 1.6 vs. 26.1 ± 2.4, P < 0.01).ConclusionThe BOPPPS model emerged as an effective and innovative teaching method, particularly in enhancing students’ competencies in otolaryngology education. Based on the findings of this study, educators and institutions were encouraged to consider incorporating the BOPPPS model into their curricula to enhance the learning experiences and outcomes of students.

2224 What are we teaching UK medical students about ageing? Results of the third BGS national curriculum survey

Abstract Introduction The ageing population means all doctors, regardless of specialty, will need knowledge, skills, and attitudes to care for older people with complex health conditions. An essential component of preparing the medical workforce to best care for older people is by including teaching on ageing and geriatric medicine in undergraduate medical curricula. Here we present results of the British Geriatrics Society (BGS) national curriculum survey 2021–22, highlighting progress made in undergraduate teaching in geriatric medicine. Methods All 35 UK GMC-registered medical schools at the time of data collection were invited to participate in an online survey on content, methodology, timing, and duration of teaching in ageing and geriatric medicine. The survey was structured around the 2013 BGS recommended undergraduate curriculum, for consistency with previous surveys. Results 30/35 of UK medical schools responded (83% response rate). Most teaching occurred in the fourth year of study (21/30, 70%). The majority (15/30, 50%) reported a discrete module for geriatric medicine lasting 4–8 weeks, an increase on previous surveys. However, several programmes have reduced the amount of in-person teaching since the COVID-19 pandemic. Notably, three schools reported geriatric medicine exposure lasting &amp;gt;12 weeks. Of these, two were integrated clerkships and one a dedicated geriatric medicine module. There is increasing focus on multidisciplinary education, with emphasis on combining virtual or simulated teaching with other healthcare professions (n = 7). Every school (n = 30) taught at least one topic as small-group or case-based learning. Conclusion There is a trend towards increasing exposure to geriatric medicine compared to previous surveys in 2008 and 2013. However, several of the programmes reporting greater exposure incorporate geriatric medicine in an integrated clerkship rather than as a dedicated module. Programmes demonstrated a move from didactic teaching towards small-group and case-based learning, employing a wider variety of assessment methods than previous.

2241 ‘You learn by doing, and by falling over’: a simulation-based approach to frailty, falls and fractures.

Abstract Background Studies show that newly qualified doctors feel unprepared for clinical practice in several key areas in the care of older people, despite older people occupying two thirds of inpatient beds [1,2]. Grounded in experiential learning theory, simulation has been hugely effective in undergraduate education in geriatric medicine [3]. We aimed to evaluate a novel simulation series exploring practically challenging aspects of geriatric medicine, such as ‘silver trauma’ and using de-escalation strategies in the management of delirium. Methods Using quality improvement methodology, we developed two inpatient simulation scenarios for fourth-year medical students on their geriatric medicine clerkships. The scenarios (managing delirium and post-falls assessment) are commonly encountered during on-call shifts, with learning outcomes aligned to Outcomes for Graduates. Our initial cycle involved eight students piloting the two scenarios and evaluation tool. Using their feedback, we will iteratively improve the methods and evaluation before repeating and obtaining pre- and post-simulation data on students’ ‘preparedness for F1’. Results Following the pilot, 100% of participants agreed that they felt more prepared for clinical work in geriatrics as an F1 doctor. 12.5% felt confident assessing a patient following a fall pre-session, which increased to 100% afterwards. Confidence in using de-escalation techniques in managing delirium improved from 50% (pre-) to 100% (post-session). Common themes in free-text feedback were that the simulation felt realistic and effectively tested prioritisation. Conclusion Our work highlights the merits of using simulation in geriatric medicine to help undergraduates prepare for the complexities and uncertainty involved in caring for the ageing population.

2238 How can effective teaching about dementia be integrated into the undergraduate medical curriculum? A realist review

Abstract Introduction The prevalence of dementia is increasing and yet healthcare professionals (HCP) do not always have sufficient education and training to deliver optimal care for patients with dementia (PWD). There is an evidence base as to how to deliver effective undergraduate education about dementia but this is infrequently integrated into the medical curriculum. Methods We undertook a realist synthesis to review the barriers to integrating effective interventions on dementia into the medical curriculum. A realist synthesis differs from a traditional systematic review in terms of explaining how interventions might succeed (or not) in a particular context, involving iterative cycles of literature review and synthesis to develop and refine a ‘programme theory’ (PT). Results We analysed and synthesised twenty relevant studies of undergraduate educational interventions on dementia to identify common themes. We constructed an ‘initial programme theory’ (IPT) to illustrate the contexts where teaching on dementia occurs and outline four main categories of barriers to curriculum integration: culture, concern for patient welfare, student attitudes, and logistics. Conclusion We have identified key barriers to implementation of undergraduate education about dementia, and potential mechanisms to overcome them. The next stage of our realist synthesis is to gather stakeholder feedback on the validity of the IPT before returning to the next cycle of literature review to refine and finalise our PT. This model will serve as a guide for those aiming to successfully integrate effective education about dementia into the medical curriculum.

Patients, Peers, and Personal Identity: A Longitudinal Qualitative Study Exploring the Transformative Potential of the Arts and Humanities in Intern Training.

Medical education initiatives incorporate arts and humanities (AHs) to foster physician competence and professionalism. However, the full potential of these initiatives is unclear. A recent conceptual framework attempts to clarify this potential but was constructed primarily from undergraduate medical education studies. To explore AHs instruction in graduate medical education, the authors asked: What is the potential of a longitudinal curriculum incorporating AHs for the personal and professional development of internal medicine interns throughout the intern year? From September 2021 to June 2022, 14 internal medicine interns at a large internal medical residency program participated in a longitudinal qualitative study, recording longitudinal audio-diaries (LADs) and participating in semistructured interviews. The LAD response rate was 91%, and the interview completion rate was 96%. The authors identified 3 themes that reflected shared meaning on the transformative potential of AHs: reclaiming personal sense of self, building community, and surfacing empathy. They constructed stories from 2 interns whose trajectories resonated most with AHs instruction's potential for personal and professional development. Interns valued the abstract over the concrete benefits of AHs. Interns detailed valuable abstract benefits, with reclaiming sense of self, building community, and surfacing empathy apparent across time, pointing to long-term effects of AHs interventions. The intern stories revealed a steady appreciation for AHs and difficulty with the practical utility of AHs midyear before a return to recognition of its value by year's end. Despite varying AHs experience levels, interns consistently appreciated AHs instruction. These findings extend a prior conceptual model to a graduate medical education population by highlighting AHs instruction's potential for reclaiming interns' senses of self, building community, and surfacing empathy. Future curricula can leverage this ability to create meaningful connections with one's purpose, peers, and patients to maximize the potential of AHs instruction for graduate medical education learners.

Mixed reality simulation training in the assessment and management of acutely unwell patients in undergraduate medical education: a pilot study

Background: Development of the undergraduate simulation experience is needed to continue developing aspiring clinicians’ ability to assess and manage unwell patients. However, its heavy resource demand and ‘Generation Z’s’ desire for technologically enhanced learning means novel simulation modalities must now be considered. Mixed reality (MR) provides a platform to deliver such simulation; however, it is yet to be studied in this context. We conducted an observational cohort study with the aim to assess ift MR simulation improves students’ perceived ability to assess and manage unwell patients. Methods: We recruited 32 undergraduate medical students and asked them to rate their ability to assess and manage acutely unwell patients, out of 10. An MR simulation was then delivered using the Microsoft HoloLens and HoloScenario software produced by GigXR. Students then rated their assessment and management ability again, alongside their experience of the system and its usability. Data analysis used paired t-tests to assess for significant differences. Results: By attending the simulation, students showed a significant improvement in perceived ability to assess (p &lt; 0.001) and manage (p &lt; 0.001) acutely unwell patients. Mean assessment scores improved by 1.09/10 (95% confidence interval [CI 0.67, 1.52]) with 89% of students feeling more confident. Mean management scores improved by 1.63/10 (95% CI [1.15, 2.10]) with 84% of students reporting increased confidence levels. When considering usability, 69% of students did not find the MR system easy to use, with 75% of students having technical issues and 38% experiencing side effects. Overall, 88% of students believed the experience was beneficial to their learning. Conclusions: MR shows promise in its ability to deliver simulation training and improve students’ perceived ability to assess and manage unwell patients. Advances in software availability and content are required for integration into undergraduate medical curricula. Further research is required to assess if these results are replicated objectively.

The association between perceived social support and future decent work perception: A moderated mediation model

This study examined the relationship between perceived social support, career exploration, and future decent work perception among undergraduate teacher education students in Fujian Province, China. The research focused mainly on the moderating role of proactive personality in these relationships. Data from 542 valid questionnaires revealed that perceived social support significantly influenced career exploration, impacting students' perceptions of future decent work. More importantly, our analysis showed that proactive personality intensified the positive effects of social support on career exploration activities, enhancing students' outlook on their future careers. These findings confirmed social cognitive theory's relevance in understanding career development processes and highlighted the potential of proactive personality traits to leverage social resources more effectively. Given the evolving educational demands and the current socio-economic conditions in China, our study suggested that educational programs should emphasize nurturing proactive behaviors and strengthening social support systems to better prepare students for future professional challenges. These insights were crucial for educators aiming to enhance the quality and effectiveness of teacher education programs, promoting a more robust entry into the workforce for future educators.

Effect of simulation-based emergency airway management education on the knowledge, skills and perceived confidence of medical interns.

An effective airway management education program is a crucial part of the undergraduate medical education curriculum. Theoretical instructions and practical demonstrations are the major modalities of medical education in Nepal. Simulation-based education (SBE) programs have not yet been implemented effectively. The authors aimed to determine the effects of an SBE program on the knowledge, skills, and perceived confidence of medical interns regarding emergency airway management. This mixed methods study comprised both quantitative and qualitative components. The study participants were 47 medical interns who had participated in the SBE program. The mean age of the 47 participants was 24.74 years. There were 33 (70.21%) male and 14 (29.79%) female participants. The knowledge, skills, and perceived confidence scores of the participants for airway management preparation, basic airway management, endotracheal intubation, and laryngeal mask airway (LMA) insertion improved significantly following the SBE program (P<0.001). Analysis of the participants' feedback indicated that they largely approved of the SBE program. The majority of students and faculty expressed a willingness to include similar programs in the undergraduate medical education curriculum. This study demonstrated through quantitative and qualitative metrics that SBE can enhance the knowledge, skills, and perceived confidence in performing emergency airway management among medical interns. The authors recommend measures to include and effectively implement SBE in the undergraduate medical education curriculum of Nepal.

Assessing the impact of jigsaw technique for cooperative learning in undergraduate medical education: merits, challenges, and forward prospects

BackgroundJigsaw method is a structured cooperative-learning technique that lays the groundwork towards achieving collective competence, which forms the core of effective clinical practice. It promotes deep learning and effectively enhances team-work among students, hence creating a more inclusive environment.ObjectivePresent study was designed to introduce jigsaw model of cooperative learning to early-year undergraduate medical students, measure its effectiveness on their academic performance, and evaluate the perspectives of both students and faculty members regarding the same.MethodsIt was a mixed method research, involving eighty second-year undergraduate medical students. The jigsaw cooperative learning approach was introduced in two themes within neurosciences module. Students were divided into two equal groups, with one group experiencing typical small-group discussions (SGDs) in first theme and other group exposed to jigsaw approach. The groups were then reversed for second theme. Following the activity, an assessment comprising multiple-choice-questions was conducted to evaluate the impact of jigsaw technique on students’ academic performance, with scores from both groups compared. Student perspectives were gathered through self-designed and validated questionnaire, while faculty perceptions were obtained through focus group discussions. Quantitative data were analyzed using SPSS v22, while thematic analysis was performed for qualitative data.ResultsThe students of jigsaw group displayed significantly higher median assessment score percentage compared to control group (p = 0.003). Moreover, a significantly greater number of students achieved scores ≥ 60% in jigsaw group compared to control group (p = 0.006). The questionnaire responses indicated a favorable perception of this technique among students, in terms of acceptance, positive interdependence, improvement of interpersonal skills, and comparison with typical SGDs. This technique was also well-perceived within the educational context by faculty members.ConclusionThe jigsaw method is associated with higher levels of academic performance among students when compared to typical small-group discussion. The students and faculty perceived this technique to be an effective cooperative learning strategy in terms of enhanced student engagement, active participation, and a sense of inclusivity.