Jigsaw technique: An innovative teaching strategy in anatomy

Abstract

Objectives: (1) To motivate students for self-directed learning and to enhance their communication skills. (2) To investigate jigsaw technique for its effectiveness in learning anatomy. Cooperative education is the prime aim of this teaching–learning intervention. The students rely on each other for a collective or combined learning experience. The onus of responsibility of the work done by the student and his/her team will be evaluated by the facilitator. We would like to know whether jigsaw cooperative learning would be considered as effective interventional teaching-learning measure compared to the traditional lecture method. Materials and Methods: Sixty students of first MBBS were involved in a jigsaw session to learn anatomy. The students were divided into groups of five and a total of 12 such groups were made. The study material was also divided into five topics. The students read the study material and after becoming well versed with their topic, they taught their topic to other students. The students were asked to give feedback on the session. A surprise MCQ test was also conducted between this group and a control group of students to assess their knowledge. The results of the MCQ test were statistically analyzed. Results: The students found the jigsaw session to be more engaging than traditional classes. MCQ scores were more in the study group than in the control group. Conclusion: The jigsaw technique is both an educational and enjoyable way of teaching. Due to its immense benefits, both students and teachers resolved to use this technique in the future as well.