Gilkar Suhail Ahmad, Lone Shabiruddin, Lone Riyaz Ahmad
Department of Physiology, Government Medical College, Srinagar, Jammu and Kashmir, India.
Int J Appl Basic Med Res. 2016 Jul-Sep;6(3):186-90. doi: 10.4103/2229-516X.186960.
Active learning has received considerable attention over the past several years, often presented or perceived as a radical change from traditional instruction methods. Current research on learning indicates that using a variety of teaching strategies in the classroom increases student participation and learning.
To introduce active learning methodology, i.e., "jigsaw technique" in undergraduate medical education and assess the student and faculty response to it.
This study was carried out in the Department of Physiology in a Medical College of North India. A topic was chosen and taught using one of the active learning methods (ALMs), i.e., jigsaw technique. An instrument (questionnaire) was developed in English through an extensive review of literature and was properly validated. The students were asked to give their response on a five-point Likert scale. The feedback was kept anonymous. Faculty also provided their feedback in a separately provided feedback proforma. The data were collected, compiled, and analyzed.
Of 150 students of MBBS-first year batch 2014, 142 participated in this study along with 14 faculty members of the Physiology Department. The majority of the students (>90%) did welcome the introduction of ALM and strongly recommended the use of such methods in teaching many more topics in future. 100% faculty members were of the opinion that many more topics shall be taken up using ALMs.
This study establishes the fact that both the medical students and faculty want a change from the traditional way of passive, teacher-centric learning, to the more active teaching-learning techniques.
在过去几年中，主动学习受到了广泛关注，常被视为与传统教学方法的彻底变革。当前关于学习的研究表明，在课堂上使用多种教学策略可提高学生的参与度和学习效果。
在本科医学教育中引入主动学习方法，即“拼图技巧”，并评估学生和教师对其的反应。
本研究在印度北部一所医学院的生理学系进行。选择一个主题，采用一种主动学习方法（即拼图技巧）进行教学。通过广泛查阅文献，用英语编制了一份工具（问卷），并进行了适当验证。要求学生在五点李克特量表上给出他们的反应。反馈保持匿名。教师也在单独提供的反馈表格中提供了他们的反馈。收集、整理和分析数据。
2014级MBBS一年级的150名学生中，142名学生以及生理学系的14名教师参与了本研究。大多数学生（>90%）确实欢迎引入主动学习方法，并强烈建议今后在更多主题的教学中使用此类方法。100%的教师认为应使用主动学习方法讲授更多主题。
本研究证实了医学生和教师都希望从传统的被动、以教师为中心的学习方式转变为更积极的教学学习技巧。
