JIGSAW Technique: An Innovative Method in Improving Cognitive Skills of Second Phase Undergraduate Medical Students

Abstract Introduction: With the emphasis and implementation of Competency based medical education (CBME) from 2019 by National Medical Commission (NMC), interactive teaching learning methods to be used along with the conventional lectures. Jigsaw technique promotes interactive, cooperative group activity among learners along with self directed learning and promotes peer teaching. Aims and Objectives: The present study conducted to assess the effectiveness of technique in addition to conventional didactic lecture in enhancing cognitive skills in Microbiology and to assess the perception of students for this technique involving cooperative group activity. Material and methods: This study was done in the Department of Microbiology. The students were divided into 2 batches. Each batch again divided into two group control and experimental. Two topics selected, topic divided into subtopics. Experimental group divided into parent and expert group for jigsaw technique. Lectures were taken for both groups and jigsaw technique done for the experimental group. Pre-test, posttest in the form of MCQ and feedback was collected. Cross over study was done to minimize bias. Results: Pretest and posttest marks showed that post test marks after jigsaw technique were statistically significant (p value<0.05). Feedback analysis showed that jigsaw technique was more effective and students agreed that more topics should be taught by this technique. Conclusion: Jigsaw technique was student centered, involves active student learning, improves problem solving skills, involve active learning and should be promoted among the students.