Chopra Deepti, Kwatra Gagandeep, Bhandari Bharti, Sidhu Jaspreet K, Rai Jayant, Tripathi C D
All India Institute of Medical Sciences, Bilaspur, Himachal Pradesh India.
Med Sci Educ. 2023 Jun 20;33(4):853-859. doi: 10.1007/s40670-023-01805-z. eCollection 2023 Aug.
Various innovative teaching methods have been designed in an attempt to provide millennial students an interactive and stimulating learning environment. A jigsaw method is one such form of cooperative learning that enables students to develop critical-thinking and ability for effective communication and promotes positive student attitudes toward their own learning. The present study was thus undertaken to introduce a jigsaw-based cooperative learning method and to understand the perception of the students and faculty.
This was a cross-sectional study conducted among second year MBBS students. Students were randomly divided into 10 parent groups, with 10 students each. The topic was divided into 10 subtopics. Each student in the parent group was allotted a sub-topic. The students who were given the same sub-topic assembled to form an expert group. They interacted and discussed the subtopic. Students finally returned to their parent groups for peer teaching and presentation. A validated questionnaire was used to gather students and faculty feedback. Descriptive statistics were used to analyze responses to the Likert scale questions. Qualitative data was analyzed using thematic analysis.
The present study included 95 s year MBBS students. Majority (81%) students agreed that this teaching learning method enhanced their communication skills. Seventy-five percent of the students agreed that the activity helped in overcoming shyness and hesitation in the class. Overall the faculty also agreed that the jigsaw method was helpful for the students.
Cooperative learning like jigsaw facilitates learning allowing student-student discussion, improving communication and teaching skills.
为了给千禧一代的学生提供一个互动且充满刺激的学习环境，人们设计了各种创新的教学方法。拼图法就是一种合作学习形式，它能让学生培养批判性思维和有效沟通的能力，并促进学生对自身学习形成积极的态度。因此，本研究旨在引入基于拼图的合作学习方法，并了解学生和教师的看法。
这是一项针对医学学士二年级学生开展的横断面研究。学生被随机分为10个母组，每组10名学生。主题被分成10个子主题。母组中的每个学生都被分配到一个子主题。被分配相同子主题的学生聚集在一起组成一个专家小组。他们进行互动并讨论该子主题。学生们最终回到母组进行同伴教学和展示。使用一份经过验证的问卷来收集学生和教师的反馈。描述性统计用于分析对李克特量表问题的回答。定性数据采用主题分析进行分析。
本研究纳入了95名医学学士二年级学生。大多数（81%）学生认为这种教学方法提高了他们的沟通技巧。75%的学生认为该活动有助于克服课堂上的羞怯和犹豫。总体而言，教师们也认为拼图法对学生有帮助。
像拼图法这样的合作学习有助于学习，能促进学生间的讨论，提高沟通和教学技巧。
