Active learning methodology – jigsaw technique: An innovative method in learning anatomy

Lalit, Monika; Piplani, Sanjay

doi:10.4103/jasi.jasi_57_19

Cited by 9 publications

(8 citation statements)

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“…It was reported as a timeconsuming procedure by both students and the faculty. Similar results were shown by Lalit and Piplani in their attempt to induce active learning in anatomy using Jigsaw technique (16). Apart from the time constraints, complexity of the method also added to the demerits.…”

Section: Discussionsupporting

confidence: 77%

Jigsaw technique as an active learning strategy in Physiology for I MBBS Students

Krishnamurthy¹,

Senthilvelou

Teli³

et al. 2021

Biomedicine

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Introduction and Aim: Innovative learning strategies may be introduced along with the conventional methods to enhance active learning by the students. Jigsaw technique is a co-operative learning method, where students play a dual role as an active learner and teacher. Hence the present study aimed to introduce and assess the acceptability of the Jigsaw technique as an active learning strategy in Physiology for first year medical undergraduates. Methods: Five parent groups were formed from 30 first year medical undergraduates with six members in each group. Each member in the parent group was allotted a sub-topic in “Immunity”. Members with the same sub-topic joined to from the expert groups. After three sessions of face-face and asynchronous online discussions spanning a duration of three weeks, facilitated by faculty, the students returned to their parent groups for peer teaching and presentation. The content of the presentation was evaluated by faculty with help of a checklist. Feedback questionnaire was administered to both the students and the faculty to assess their perceptions and acceptability of Jigsaw technique. Results: Jigsaw method was addressed as an innovative method that favored active participation, high interaction and promoted communication skills and referral habits among the students. However. it was time consuming, and students expressed difficulty in adapting to the technique. Conclusion: Students consider the learning process enjoyable and effective with Jigsaw technique in Physiology. However, owing to the time consumption and its complexity it may be sparingly used in routine curriculum.

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Section: Discussionsupporting

confidence: 77%

Jigsaw technique as an active learning strategy in Physiology for I MBBS Students

Krishnamurthy¹,

Senthilvelou

Teli³

et al. 2021

Biomedicine

View full text Add to dashboard Cite

show abstract

“…16,17,19,47,55,59,60,61 Furthermore, researchers found improvements in comprehension and retention during anatomy courses that included active learning components. 15,17,18,55,61,62 This conclusion bolsters the case for active learning as previous findings suggest that students who predominately must retake anatomy courses due to unsatisfactory performance are historically excluded student groups (Black, Hispanic, Asian, Native Hawaiian, Pacific Islanders). 63,64 In-person anatomy courses that contained active learning have shown that students report improved perception of the course, along with improved motivation, positive attitudes, and academic performance.…”

Section: Active Learningsupporting

confidence: 52%

“…Active learning improves student performance compared to traditional, lecture‐based methods 16,17,19,47,55,59,60,61 . Furthermore, researchers found improvements in comprehension and retention during anatomy courses that included active learning components 15,17,18,55,61,62 . This conclusion bolsters the case for active learning as previous findings suggest that students who predominately must retake anatomy courses due to unsatisfactory performance are historically excluded student groups (Black, Hispanic, Asian, Native Hawaiian, Pacific Islanders) 63,64 …”

Section: Introductionmentioning

confidence: 84%

“…Jigsaw is a cooperative group activity in which students work interdependently to achieve a common goal. 48,49,55,62,89 During jigsaw activities, students learn the material more intentionally and develop strategies to teach their peers. Jigsaw has been argued to foster a deeper understanding of the material 48,49,55,62 and increase enjoyment of the course content during in-person courses.…”

Section: Active Learning Techniquesmentioning

confidence: 99%

“…48,49,55,62,89 During jigsaw activities, students learn the material more intentionally and develop strategies to teach their peers. Jigsaw has been argued to foster a deeper understanding of the material 48,49,55,62 and increase enjoyment of the course content during in-person courses. 49,55 In the current study, the jigsaw technique was separated into two phases, an "expert" phase followed by a "teaching" phase.…”

Section: Active Learning Techniquesmentioning

confidence: 99%

See 2 more Smart Citations

A mixed method analysis of student satisfaction with active learning techniques in an online graduate anatomy course: Consideration of demographics and previous course enrollment

Bradley

Meyer

Robertson

et al. 2023

Anatomical Sciences Ed

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Online learning has become an essential part of mainstream higher education. With increasing enrollments in online anatomy courses, a better understanding of effective teaching techniques for the online learning environment is critical. Active learning has previously shown many benefits in face‐to‐face anatomy courses, including increases in student satisfaction. Currently, no research has measured student satisfaction with active learning techniques implemented in an online graduate anatomy course. This study compares student satisfaction across four different active learning techniques (jigsaw, team‐learning module, concept mapping, and question constructing), with consideration of demographics and previous enrollment in anatomy and/or online courses. Survey questions consisted of Likert‐style, multiple‐choice, ranking, and open‐ended questions that asked students to indicate their level of satisfaction with the active learning techniques. One hundred seventy Medical Science master's students completed the online anatomy course and all seven surveys. Results showed that students were significantly more satisfied with question constructing and jigsaw than with concept mapping and team‐learning module. Additionally, historically excluded groups (underrepresented racial minorities) were generally more satisfied with active learning than non‐minority groups. Age, gender, and previous experience with anatomy did not influence the level of satisfaction. However, students with a higher‐grade point average (GPA), those with only a bachelor's degree, and those with no previous online course experience were more satisfied with active learning than students who had a lower GPA, those holding a graduate/professional degree, and those with previous online course experience. Cumulatively, these findings support the beneficial use of active learning in online anatomy courses.

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Artwork in anatomy education: A way to improve undergraduate students' self‐efficacy and attitude

HadaviBavili,

İlçioğlu

2023

Anatomical Sciences Ed

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Anatomy is one of the leading subjects in health science, and students need a strong anatomy background in these fields. Traditional lecturer‐oriented anatomy education is based predominantly on passive learning methods. In recent years, alternative educational methods like hands‐on art and 3D atlas‐based education methods have become more popular as competitive alternatives to traditional approaches. This is a prospective, randomized, longitudinal, interventional study, and a total of 181 undergraduate students participated in this study. A comparative design was used with two groups: Artwork and Atlas. This study aims to evaluate the effectiveness of creative and artistic approaches in improving undergraduate students' attitudes and self‐efficacy toward anatomy courses. A Pearson correlation, an independent t‐test, and a paired t‐test were used to analyze the results. Both groups experienced a negative mean score on the anatomy self‐efficacy scale, suggesting an increase in anatomy self‐efficacy, and showed significant self‐efficacy improvements (p < 0.005). An independent t‐test analysis found no statistically significant difference between the Atlas group and the Artwork group on the anatomy self‐efficacy scales (pretest and posttest) and the anatomy attitudes scale (p > 0.005). Artwork‐based education and learning methods can be used as active learning methods to improve students' self‐efficacy toward anatomy. This method allows learners to employ their creative abilities in order to express their ideas visually, making complex concepts easier to comprehend. It can also help students develop practical, problem‐solving, critical thinking, and teamwork skills. It is cost‐effective and engaging since it does not need any expensive equipment.

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Active learning methodology – jigsaw technique: An innovative method in learning anatomy

Cited by 9 publications

References 0 publications

Jigsaw technique as an active learning strategy in Physiology for I MBBS Students

Jigsaw technique as an active learning strategy in Physiology for I MBBS Students

A mixed method analysis of student satisfaction with active learning techniques in an online graduate anatomy course: Consideration of demographics and previous course enrollment

Artwork in anatomy education: A way to improve undergraduate students' self‐efficacy and attitude

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