Effectiveness of Jigsaw Technique of Interactive Learning in Physiology Among I MBBS Students.

BACKGROUND: An Indian Medical Graduate needs interactive teaching-learning methods to be integrated with traditional teaching approaches as part of the MBBS curriculum, as outlined in the new Competency-Based Medical Education (CBME) framework. The Jigsaw method of teaching is an innovative, cooperative learning technique that has gained significant importance. The present study was conducted to assess the effectiveness of the interactive teaching technique, the "Jigsaw method," in learning physiology, as well as to evaluate students' perceptions of using this method MATERIALS AND METHODS: A lecture on the Basal Ganglia was delivered as part of large group teaching, followed by a pretest consisting of 20 multiple-choice questions (MCQs). Based on their roll numbers, 150 children were randomly assigned to two groups of 75 each (control and Jigsaw). On the day of the intervention, both groups were given a pretest after being instructed on the research design. The Jigsaw group learned the concept using the Jigsaw method, while the control group was taught using the traditional Small Group Teaching (SGT) method. A post-test, identical to the pretest, was administered to both groups, and feedback was collected from the Jigsaw group. RESULT: The Jigsaw group had a higher mean post-test score (15.42 ± 3.24) than the control group (10.12 ± 3.42). The Jigsaw group had a much higher mean post-test score than the control group, and the difference was statistically significant. Additionally, students offered good comments regarding the Jigsaw style of interactive teaching, according to the Likert rating scale. CONCLUSION: Interactive teaching employing the Jigsaw approach has been demonstrated to be highly effective in boosting knowledge and promoting long-term retention of physiology concepts, when compared to the traditional way of small group instruction.