IJAR.2025.239
Type of Article: Original Research
Volume 13; Issue 4 (December 2025)
Page No.: 9354-9360
DOI: https://dx.doi.org/10.16965/ijar.2025.239
Perspectives of Phase-I Medical Students on Jigsaw Cooperative Learning
Sreelekha D *1, Rahe Rajan 2, Christo Jaisha 3, K.V.Sarala Devi 4.
*1 Associate Professor, Department of Anatomy, Sree Balaji Medical college and Hospital, Chrompet, Chennai, Tamilnadu, India. ORCiD: 0009-0000-4174-7002
2 Professor, Department of Anatomy, Sree Balaji Medical College and Hospital, Chrompet, Chennai, Tamilnadu, India. ORCiD: 0000-0002-0487-0412
3 Assistant Professor, Department of Anatomy, ESIC MCH, KK Nagar, Chennai, Tamilnadu, India. ORCiD: 0000-0001-9451-7307
4 Professor and HOD, Department of Anatomy, ESIC MCH, KK Nagar, Chennai, Tamilnadu, India. ORCiD: 0000-0002-9156-1668
Corresponding Author: Dr. Sreelekha D, Associate Professor, Department of Anatomy, Sree Balaji Medical College and Hospital, Chennai, Tamilnadu, India. E-Mail: sreedorai@gmail.com
Abstract
Background: The Jigsaw method is a learning methodology which is gaining importance in the present era of medical education but its definitive benefits in undergraduate teaching requires careful study. The perspectives of students has been mixed owing to varying factors like their first time exposure to Jigsaw to indivdual student experiences. Hence this study aimed to compare and understand the outlook and experience of students in undergoing Jigsaw method of teaching learning compared to those undergoing a didactic lecture method as part of phase 1 MBBS curriculum.
Material and Methods: Following approval from the institutional ethical committee, 152 Phase 1 MBBS students were selected for the study. The students were divided into two groups: Batch 1 was engaged in the jigsaw method, while Batch 2 participated in the didactic method for the same specified topic. Open ended feedback and Focus group discussions were conducted by selecting groups of 8 students from batch 1 and batch 2.
Results: After excluding the absentees on the day of the session, out of 146 students who attended the session, 114 students submitted the feedback (58 students who attended didactic and 56 students who attended the Jigsaw method) and focus group discussions were conducted in groups of 8 students who voluntered from each of the two batches.
Conclusion: Students who participated in the jigsaw method felt their session was very interactive and productive and few students suggested conducting more such interactive sessions with more time allotment for the sessions. 1 student during the focus group discussion expressed preference for small group teaching by faculty instead of peer assisted learning as in Jigsaw. Most students of the didactic lecture group felt their learning was good and expressed need for more interaction in the lecture session.
Key words: Jigsaw methodology, Qualitative study, Student perspectives
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