Introduction of the jigsaw technique of cooperative learning in teaching pathology to medical undergraduates

Abstract

Context: Medical education. Aims: This study was an effort to sensitize students and faculty with an active learning technique known as jigsaw method and study its effectiveness and feasibility. Settings and Design: A prospective observational study was conducted for 2nd-year medical undergraduates in a 2 h long session. Subjects and Methods: Eighty out of 100 students of entry batch 2017 during the third semester in 2018 participated in this study with the supervision of five faculty members. The session was evaluated using prevalidated anonymous questionnaires filled by faculty and students. Statistical Analysis Used: Questionnaire used comprised nine questions for students and seven for faculty questionnaire to which the responses were to be marked on a 5-point Likert scale. The percentage of students/faculty with each response was calculated and analyzed. Results: More than 85% of the class agreed that jigsaw classroom guided them to take responsibility of their own learning and was helpful in developing their information-synthesizing skills. Almost the same percentage of students was interested in participating in a similar active learning technique in future as well. Conclusions: Student-centered learning approaches like jigsaw technique aim to develop learner autonomy and independence by putting responsibility for the learning path in the hands of the student. Such techniques promote learning and foster respect among students from diverse backgrounds.

Keywords

• cooperative learning
• jigsaw
• medical education