Jigsaw Teaching Method and Traditional Teaching in Dental Education: An Intervention Study

Abstract Background: Jigsaw is a cooperative learning method grounded in the collaborative construction of knowledge, based on breaking down complex content into smaller segments, similar to the pieces of a “jigsaw puzzle”. This study was an educational intervention that aimed to compare the active Jigsaw methodology with the traditional teaching method (lecture-based learning) in terms of academic performance, satisfaction, and feedback among dental students. Methods: This educational intervention study included dental students enrolled in Cariology (5th semester) and Preclinical Pediatric Dentistry (8th semester) at Atitus University, Passo Fundo, Brazil. Five classes were allocated to Jigsaw or traditional lecture-based teaching through class-level randomization. Both methods addressed the same learning objectives and content and had the same total duration, and both were implemented by the same trained instructor. Academic performance (primary outcome) was assessed using five multiple-choice questions; satisfaction (second outcome) using a Likert scale; and immediate feedback (second outcome) using six structured items. Descriptive statistics and logistic regression analyses were performed using STATA 18.0. Results: The final sample included 112 students, 77.06% of whom were female. No statistically significant differences were found between the Jigsaw and traditional lecture-based groups in academic performance, immediate feedback (all p > 0.05), or student satisfaction (over 89% satisfaction for both groups; p = 0.407). Conclusions: Under the conditions investigated, Jigsaw did not demonstrate statistically significant advantages over traditional lecture-based teaching in academic performance, student satisfaction, or immediate feedback.