Jigsaw as a Revision Module for Enhancing Learning in Biochemistry Among First-Year Medical Students

Abstract

Aim Biochemistry includes the elaborate study of various biomolecules and intricate mechanisms that first-year medical students find difficult to understand and retain when taught through didactic lectures. Therefore, this study aims to test the effectiveness of jigsaw as a revision module in increasing the knowledge and retention capacity of students in Biochemistry. Materials and methods Eighty students were enrolled in the study. An MCQ-based pre-test was administered to students after a biochemistry topic was taught through a didactic lecture. Students were then divided into four groups led by a moderator. Each moderator divided their group of 20 students into four subgroups. Five subtopics from the lecture were assigned to each subgroup (one topic per student). The students receiving the same subtopic from all subgroups were teamed together to collectively study the subtopic within 30 minutes. Students then dispersed and joined their original subgroups to teach their subtopics to their peers (time allowed: 50 minutes). Thus, each student eventually learned five subtopics in a short period through self-directed learning. Post-tests and delayed post-tests were conducted after the jigsaw activity. Responses were analyzed through student t-tests and correlations. Results The post-test and delayed post-test scores were significantly higher than the pre-test scores, indicating an increase in knowledge and retention of information, respectively. The gain in scores was significantly higher in the "non-high achiever" vs. "high-achiever" group indicating that the jigsaw benefitted average and below-average students. The pre-test, post-test, and delayed post-test scores showed significant correlations. Conclusions Jigsaw was found to be an effective revision exercise in biochemistry in improving the quality of medical education.