Philadelphia College of Pharmacy, University of the Sciences in Philadelphia, PA, USA.
Am J Pharm Educ. 2009 Nov 12;73(7):132. doi: 10.5688/aj7307132.
To implement a cooperative learning activity to engage students in analyzing tertiary drug information resources in a literature evaluation course.
The class was divided into 4 sections to form expert groups and each group researched a different set of references using the jigsaw technique. Each member of each expert group was reassigned to a jigsaw group so that each new group was composed of 4 students from 4 different expert groups. The jigsaw groups met to discuss search strategies and rate the usefulness of the references. In addition to group-based learning, teaching methods included students' writing an independent research paper to enhance their abilities to search and analyze drug information resources.
The assignment and final course grades improved after implementation of the activity. Students agreed that class discussions were a useful learning experience and 75% (77/102) said they would use the drug information references for other courses.
The jigsaw technique was successful in engaging students in cooperative learning to improve critical thinking skills regarding drug information.
在文献评价课程中实施合作学习活动，使学生参与分析三级药物信息资源。
将班级分为 4 个小组组成专家组，每组使用拼图技术研究一组不同的参考文献。每个专家组的每个成员都被重新分配到一个拼图小组中，以便每个新小组由来自 4 个不同专家组的 4 名学生组成。拼图小组开会讨论搜索策略并评估参考文献的有用性。除了基于小组的学习外，教学方法还包括学生撰写独立的研究论文，以提高他们搜索和分析药物信息资源的能力。
实施该活动后，作业和期末课程成绩有所提高。学生们一致认为课堂讨论是一种有益的学习体验，75%（77/102）的学生表示他们将在其他课程中使用这些药物信息参考文献。
拼图技术成功地使学生参与合作学习，以提高对药物信息的批判性思维能力。
