Phillips Jennifer, Fusco Julie
Midwestern University Chicago College of Pharmacy, Downers Grove, Illinois.
Am J Pharm Educ. 2015 Aug 25;79(6):90. doi: 10.5688/ajpe79690.
To evaluate the effectiveness and student perception of the jigsaw technique to engage students in a clinical controversy exercise and to assess student engagement level during each step of the process.
Students were assigned individual readings pertaining to the controversy surrounding the drug oxybutynin switching from prescription to nonprescription. They met with an expert group and teaching groups during mandatory laboratory time and worked together to formulate a recommendation on the appropriateness of nonprescription conversion for a drug.
A quiz taken individually was used to measure effectiveness. Student perception and level of engagement was assessed using surveys.
The jigsaw technique was successful in teaching the concepts involved in the clinical controversy. Group members rated themselves and fellow participants' level of engagement as high during both the expert group and teaching group sessions. Most students reported they learned about the same or more with the jigsaw technique compared to another cooperative learning technique used in the curriculum.
评估拼图法在让学生参与临床争议练习方面的有效性及学生的看法，并评估该过程中每个步骤的学生参与度。
为学生分配了与奥昔布宁从处方药转为非处方药相关争议的个人阅读材料。他们在必修实验时间与专家小组和教学小组会面，共同就一种药物非处方药转换的适宜性制定建议。
通过单独进行的测验来衡量有效性。使用调查问卷评估学生的看法和参与度。
拼图法成功地教授了临床争议中涉及的概念。在专家小组和教学小组会议期间，小组成员对自己和其他参与者的参与度评价都很高。与课程中使用的另一种合作学习方法相比，大多数学生报告称他们通过拼图法学到了相同或更多的知识。
