Nimesh Archana, Kumawat Rajani, Sinha Saket, Ramoju Harshitha, Goyal Gitanjali, Pathak Akhilesh, Sharma Himanshu
Department of Biochemistry, All India Institute of Medical Sciences, Punjab, IND.
Department of Forensic Medicine and Toxicology, All India Institute of Medical Sciences, Punjab, IND.
Cureus. 2024 Nov 29;16(11):e74720. doi: 10.7759/cureus.74720. eCollection 2024 Nov.
Aim Biochemistry includes the elaborate study of various biomolecules and intricate mechanisms that first-year medical students find difficult to understand and retain when taught through didactic lectures. Therefore, this study aims to test the effectiveness of jigsaw as a revision module in increasing the knowledge and retention capacity of students in Biochemistry. Materials and methods Eighty students were enrolled in the study. An MCQ-based pre-test was administered to students after a biochemistry topic was taught through a didactic lecture. Students were then divided into four groups led by a moderator. Each moderator divided their group of 20 students into four subgroups. Five subtopics from the lecture were assigned to each subgroup (one topic per student). The students receiving the same subtopic from all subgroups were teamed together to collectively study the subtopic within 30 minutes. Students then dispersed and joined their original subgroups to teach their subtopics to their peers (time allowed: 50 minutes). Thus, each student eventually learned five subtopics in a short period through self-directed learning. Post-tests and delayed post-tests were conducted after the jigsaw activity. Responses were analyzed through student t-tests and correlations. Results The post-test and delayed post-test scores were significantly higher than the pre-test scores, indicating an increase in knowledge and retention of information, respectively. The gain in scores was significantly higher in the "non-high achiever" vs. "high-achiever" group indicating that the jigsaw benefitted average and below-average students. The pre-test, post-test, and delayed post-test scores showed significant correlations. Conclusions Jigsaw was found to be an effective revision exercise in biochemistry in improving the quality of medical education.
目的 生物化学涵盖了对各种生物分子和复杂机制的精细研究，一年级医学生在通过讲授式讲座学习时，很难理解和记住这些内容。因此，本研究旨在测试拼图法作为一种复习模块，在提高学生生物化学知识和记忆能力方面的有效性。
材料与方法 80名学生参与了本研究。在通过讲授式讲座教授一个生物化学主题后，对学生进行了基于多项选择题的预测试。然后，学生被分为四组，每组由一名主持人带领。每位主持人将其所在的20名学生小组再分成四个子小组。讲座中的五个子主题被分配给每个子小组（每个学生一个主题）。来自所有子小组且接收相同子主题的学生组成一队，在30分钟内共同学习该子主题。然后，学生们散开，回到他们原来的子小组，向同伴讲授他们的子主题（允许时间：50分钟）。这样，每个学生最终通过自主学习在短时间内学习了五个子主题。在拼图活动结束后进行了后测和延迟后测。通过学生t检验和相关性分析对结果进行了分析。
结果 后测和延迟后测的分数显著高于预测试分数，分别表明知识增加和信息留存情况良好。“非成绩优异者”组与“成绩优异者”组相比，分数增幅显著更高，这表明拼图法对成绩中等及以下的学生有益。预测试、后测和延迟后测的分数显示出显著的相关性。
结论 拼图法被发现是一种有效的生物化学复习练习，有助于提高医学教育质量。
