Role of JIGSAW method of teaching in improving clinical diagnosis among final year medical students – A prospective observational study

Background: The Jigsaw method is a form of cooperative learning, in which students are actively involved in the teaching-learning process that improves the long-term retention of acquired knowledge. Aims and Objectives: The objective of this study was to assess the knowledge acquired by students...

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Autores principales:	Appandraj S, Sivagamasundari V, Varatharajan Sakthivadivel
Formato:	article
Lenguaje:	EN
Publicado:	Manipal College of Medical Sciences, Pokhara 2021
Materias:	diagnosis internal medicine medical students programmed learning teaching Medicine R
Acceso en línea:	https://doi.org/10.3126/ajms.v12i12.39080 https://doaj.org/article/1e36d4ff034c48bb824596d7d7b0adad
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spelling	oai:doaj.org-article:1e36d4ff034c48bb824596d7d7b0adad2021-12-01T12:03:49ZRole of JIGSAW method of teaching in improving clinical diagnosis among final year medical students – A prospective observational studyhttps://doi.org/10.3126/ajms.v12i12.390802467-91002091-0576https://doaj.org/article/1e36d4ff034c48bb824596d7d7b0adad2021-12-01T00:00:00Zhttps://www.nepjol.info/index.php/AJMS/article/view/39080https://doaj.org/toc/2467-9100https://doaj.org/toc/2091-0576Background: The Jigsaw method is a form of cooperative learning, in which students are actively involved in the teaching-learning process that improves the long-term retention of acquired knowledge. Aims and Objectives: The objective of this study was to assess the knowledge acquired by students using the Jigsaw learning method in Internal Medicine. Materials and Methods: A prospective observational study was conducted with 100 students. The acute coronary syndrome was taken for 1 h as a didactic lecture, and a pre-test was conducted. The students were divided into five groups and were put for the intervention “Jigsaw.” The pre- and post-test were conducted, and feedback was collected from the students. Paired t-test was used to perform analysis of pre- and post-test. Feedback evaluation was done by a 5-point Liker scale. P<0.05 was considered statistically significant, and the data were analyzed using CoGuide software. Results: The mean pre-test score was 8.44 ± 2.33 ranged (3–14) and the mean post-test score was 11.03 ± 2.07 (ranged 6–15). The difference of 2.39 (95% CI: 2.19–2.59) increase in marks post-test after the Jigsaw method was statistically significant (P<0.001). The satisfaction level was 50–55% on the Likert scale based on the questionnaire given. There was a significant improvement in the post-test scores of the students after Jigsaw. Conclusion: The Jigsaw method improved knowledge in the short-term by engaging students in group work and motivation to learn. Overall response based on the questionnaire about the Jigsaw method was positive.Appandraj S Sivagamasundari V Varatharajan Sakthivadivel Manipal College of Medical Sciences, Pokharaarticlediagnosisinternal medicinemedical studentsprogrammed learningteachingMedicineRENAsian Journal of Medical Sciences, Vol 12, Iss 12, Pp 44-49 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	diagnosis internal medicine medical students programmed learning teaching Medicine R
spellingShingle	diagnosis internal medicine medical students programmed learning teaching Medicine R Appandraj S Sivagamasundari V Varatharajan Sakthivadivel Role of JIGSAW method of teaching in improving clinical diagnosis among final year medical students – A prospective observational study
description	Background: The Jigsaw method is a form of cooperative learning, in which students are actively involved in the teaching-learning process that improves the long-term retention of acquired knowledge. Aims and Objectives: The objective of this study was to assess the knowledge acquired by students using the Jigsaw learning method in Internal Medicine. Materials and Methods: A prospective observational study was conducted with 100 students. The acute coronary syndrome was taken for 1 h as a didactic lecture, and a pre-test was conducted. The students were divided into five groups and were put for the intervention “Jigsaw.” The pre- and post-test were conducted, and feedback was collected from the students. Paired t-test was used to perform analysis of pre- and post-test. Feedback evaluation was done by a 5-point Liker scale. P<0.05 was considered statistically significant, and the data were analyzed using CoGuide software. Results: The mean pre-test score was 8.44 ± 2.33 ranged (3–14) and the mean post-test score was 11.03 ± 2.07 (ranged 6–15). The difference of 2.39 (95% CI: 2.19–2.59) increase in marks post-test after the Jigsaw method was statistically significant (P<0.001). The satisfaction level was 50–55% on the Likert scale based on the questionnaire given. There was a significant improvement in the post-test scores of the students after Jigsaw. Conclusion: The Jigsaw method improved knowledge in the short-term by engaging students in group work and motivation to learn. Overall response based on the questionnaire about the Jigsaw method was positive.
format	article
author	Appandraj S Sivagamasundari V Varatharajan Sakthivadivel
author_facet	Appandraj S Sivagamasundari V Varatharajan Sakthivadivel
author_sort	Appandraj S
title	Role of JIGSAW method of teaching in improving clinical diagnosis among final year medical students – A prospective observational study
title_short	Role of JIGSAW method of teaching in improving clinical diagnosis among final year medical students – A prospective observational study
title_full	Role of JIGSAW method of teaching in improving clinical diagnosis among final year medical students – A prospective observational study
title_fullStr	Role of JIGSAW method of teaching in improving clinical diagnosis among final year medical students – A prospective observational study
title_full_unstemmed	Role of JIGSAW method of teaching in improving clinical diagnosis among final year medical students – A prospective observational study
title_sort	role of jigsaw method of teaching in improving clinical diagnosis among final year medical students – a prospective observational study
publisher	Manipal College of Medical Sciences, Pokhara
publishDate	2021
url	https://doi.org/10.3126/ajms.v12i12.39080 https://doaj.org/article/1e36d4ff034c48bb824596d7d7b0adad
work_keys_str_mv	AT appandrajs roleofjigsawmethodofteachinginimprovingclinicaldiagnosisamongfinalyearmedicalstudentsaprospectiveobservationalstudy AT sivagamasundariv roleofjigsawmethodofteachinginimprovingclinicaldiagnosisamongfinalyearmedicalstudentsaprospectiveobservationalstudy AT varatharajansakthivadivel roleofjigsawmethodofteachinginimprovingclinicaldiagnosisamongfinalyearmedicalstudentsaprospectiveobservationalstudy
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Role of JIGSAW method of teaching in improving clinical diagnosis among final year medical students – A prospective observational study

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