Wilson Jennifer A, Pegram Angela H, Battise Dawn M, Robinson April M
Wingate University School of Pharmacy, 515 North Main Street, Wingate, NC 28174, United States.
Curr Pharm Teach Learn. 2017 Nov;9(6):1151-1159. doi: 10.1016/j.cptl.2017.07.028. Epub 2017 Oct 28.
To determine if traditional didactic lecture or the jigsaw learning method is more effective to teach the medication therapy management (MTM) core elements in a first year pharmacy course.
Traditional didactic lecture and a pre-class reading assignment were used in the fall semester cohort, and the jigsaw method was used in the spring semester cohort. Jigsaw is a cooperative learning strategy requiring students to assume responsibility for learning, and subsequently teaching peers. The students were responsible for reading specific sections of the pre-class reading, and then teaching other students in small groups about their specific reading assignments. To assess potential differences, identical pre- and post-tests were administered before and after the MTM section. Additionally, grade performance on an in-class project and final exam questions were compared, and students were surveyed on perceptions of teaching method used.
A total of 45 and 43 students completed both the pre- and post-test in the fall and spring (96% and 93% response rate), respectively. Improvement in post-test scores favored the traditional method (p = 0.001). No statistical differences were noted between groups with grade performance on the in-class project and final exam questions. However, students favored the jigsaw method over traditional lecture and perceived improvements in problem solving skills, listening/communication skills and encouragement of cooperative learning (p = 0.018, 0.025 and 0.031).
Although students favored the jigsaw learning method, traditional didactic lecture was more effective for the pre- and post-knowledge test performance. This may indicate that traditional didactic lecture is more effective for more foundational content.
确定在药学专业一年级课程中，传统的讲授式教学法或拼图学习法在教授药物治疗管理（MTM）核心要素方面是否更有效。
秋季学期的班级采用传统讲授式教学法并布置课前阅读作业，春季学期的班级采用拼图学习法。拼图学习法是一种合作学习策略，要求学生对学习负责，并随后教授同伴。学生负责阅读课前阅读材料的特定部分，然后在小组中向其他学生讲授他们的特定阅读作业。为了评估潜在差异，在MTM部分前后进行了相同的课前和课后测试。此外，还比较了课堂项目和期末考试问题的成绩表现，并对学生对所使用教学方法的看法进行了调查。
秋季和春季分别有45名和43名学生完成了课前和课后测试（回复率分别为96%和93%）。课后测试成绩的提高更有利于传统教学法（p = 0.001）。在课堂项目和期末考试问题的成绩表现方面，两组之间未发现统计学差异。然而，学生更喜欢拼图学习法而非传统讲授法，并认为在解决问题的能力、倾听/沟通能力以及合作学习的促进方面有所提高（p = 0.018、0.025和0.031）。
尽管学生更喜欢拼图学习法，但传统讲授式教学法在课前和课后知识测试表现方面更有效。这可能表明传统讲授式教学法对于更基础的内容更有效。
