Effectiveness of Modified Jigsaw Technique as an Active Learning Strategy over Jigsaw Technique in Community Medicine among Phase 3 Part I MBBS Students

Abstract Background: Small group teaching/learning offers advantages over large group teaching, such as active participation, more interaction, exchange of ideas, and improved concentration. Modifying traditional jigsaw techniques for medical students can overcome obstacles of large group teaching and encourage higher-level reasoning. Objectives: The primary objective is to compare the effectiveness of the modified jigsaw technique with the jigsaw technique as an active learning strategy in Community Medicine among Phase 3 Part I MBBS students. Methodology: An interventional study was conducted at Mamata Academy of Medical Sciences, Hyderabad, among 3 part I MBBS students on jigsaw and modified jigsaw techniques. Data were analysed using MS Excel and SPSS version 20, and a t -test was conducted to determine the difference between mean scores. Results: The average score increased from 5.02 to 7.65 with the jigsaw technique and to 9.21 with the modified jigsaw technique. The mean feedback scores were also higher for the modified jigsaw technique in comparison to the Jigsaw technique alone. The difference in the feedback with both the teaching–learning methods was statistically significant, with a better understanding of the topic ( P = 0.042), stimulated the desire to learn ( P = 0.039), and resource material was appropriate and effective ( P = 0.019). Conclusion: The study found that using the modified jigsaw technique led to significantly improved student grades compared to using the jigsaw technique alone. The comparison of feedback on the jigsaw technique and the modified jigsaw technique indicates that the latter received more positive responses compared to the former.