Effectiveness of Modified Jigsaw as an Active Learning Strategy In Physiology.
Effectiveness Of Modified Jigsaw As An Active Learning Strategy In Physiology.
Keywords:
Jigsaw, Active learning strategies, cooperative learning, feedbackAbstract
Background & Introduction: Teaching in the subject of physiology is undertaken with the help of didactic lectures, practical demonstrations and tutorials. Essence of tutorials is bilateral discussion, many times the students don't participate and it becomes a unilateral flow of information. In order to address this problem, active learning strategies are required where the students are engaged and they are made to participate actively. One such strategy is JIGSAW, which promotes active learning, critical thinking, problem solving and communication skills. The current paper describes the experience of using the technique for the tutorials. Methods: The method was implemented in the class of first professional MBBS students (N=150) in the practical (tutorial) sessions. The pre-assigned topic (for tutorial) was divided into five subtopics. Students were also divided into subgroups. Number of students in each subgroup was equal to the number of subtopics. First of all, one subtopic was given to individual students in each subgroup (home group), then the students who are given same topic assembled (expert group) and discussed the subtopic and developed common understanding about the subtopic. After that they returned to the home groups, and taught each other. Later on the subtopic was presented to the whole class. Perceptions of the students were taken using a questionnaire. Results: Most of the students felt that it provided them an active learning opportunity. Majority also felt that they were able to understand the subject better, it was an enjoyable learning experience and they would like to have more such sessions. Conclusions: Jigsaw is an active learning strategy, which can be used for providing meaningful and significant learning opportunities for the students. [Monika B NJIRM 2016; 7(6): 93-96]
References
2. Badyal DK, Bala S, Kathuria P. Student evaluation of teaching and assessment methods in pharmacology. Indian J Pharmacol 2010;42:287-89
3. Goyal M, Bansal M, Gupta A, Yadav S. Perceptions and suggestions of 2nd professional MBBS students about their teaching and learning process: An analytical study. National Journal of Integrated Research in Medicine. 2010 Vol 1(4):20-4
4. Aronson, E. Jigsaw classroom. [Available from http://www.jigsaw.org] [Accessed on 27.12,2016]
5. Adams FH. Using jigsaw technique as an effective way of promoting co-operative learning among primary six pupils in Fijai. International Journal of Education and Practice, 2013, 1(6):64-74
6. Vision 2015. Medical Council of India. [available from mciindia.org/tools/announcement/MCI_booklet.pdf] [Accessed on 27.12.2016]
7. Knowles' Six Principles of Adult Learning. [Availablefromhttp://www.acu.edu.au/staff/our_university/faculties/faculty_of_health_sciences/professional_practice_resources_for_supervisors/interprofessional_resource_library/Facilitating_Learning/knowles_principles] [Accessed on 27.12.2016]
8. Steinert Y, Snell LS. Interactive lecturing: strategies for increasing participation in large group presentations. Medical Teacher, Vol. 21, No. 1, 1999:37-42
9. Phillips J, Fusco J. Using the Jigsaw Technique to Teach Clinical Controversy in a Clinical Skills Course. American Journal of Pharmaceutical Education. 2015;79(6):90.
10. Buhr GT, Heflin MT, White HK, Pinheiro SO. Using the jigsaw cooperative learning method to teach medical students about long-term and postacute care. J Am Med Dir Assoc. 2014 Jun;15(6):429-34.
11. Dat TV. The Effects of Jigsaw Learning on Students’ Knowledge Retention in Vietnamese Higher Education. 2016 Vol. 5 No. 2:236-53
