竖锯技术:解剖学教学的创新策略

IF 0.1 Q4 MEDICINE, GENERAL & INTERNAL
Suma Dnyanesh, Sheetal V Pattanshetti, Shilpa Bhimalli, Daksha Dixit
{"title":"竖锯技术:解剖学教学的创新策略","authors":"Suma Dnyanesh, Sheetal V Pattanshetti, Shilpa Bhimalli, Daksha Dixit","doi":"10.4103/jss.jss_95_22","DOIUrl":null,"url":null,"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.","PeriodicalId":55681,"journal":{"name":"Journal of the Scientific Society","volume":null,"pages":null},"PeriodicalIF":0.1000,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Jigsaw technique: An innovative teaching strategy in anatomy\",\"authors\":\"Suma Dnyanesh, Sheetal V Pattanshetti, Shilpa Bhimalli, Daksha Dixit\",\"doi\":\"10.4103/jss.jss_95_22\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":55681,\"journal\":{\"name\":\"Journal of the Scientific Society\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.1000,\"publicationDate\":\"2022-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of the Scientific Society\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4103/jss.jss_95_22\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"MEDICINE, GENERAL & INTERNAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of the Scientific Society","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4103/jss.jss_95_22","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"MEDICINE, GENERAL & INTERNAL","Score":null,"Total":0}
引用次数: 0

摘要

目标:(1)激励学生自主学习,提高他们的沟通能力。(2) 探讨拼图技术在解剖学学习中的有效性。合作教育是这种教学干预的主要目的。学生们相互依赖,获得集体或综合的学习体验。辅导员将评估学生及其团队所做工作的责任。我们想知道,与传统的课堂教学方法相比,拼图合作学习是否被认为是一种有效的干预性教学措施。材料和方法:60名第一届MBBS的学生参加了一个拼图游戏,学习解剖学。学生们被分成五组,共12组。研究材料还分为五个主题。学生们阅读学习材料,熟悉自己的主题后,将自己的主题教授给其他学生。学生们被要求对会议进行反馈。这组学生和对照组学生之间还进行了一项令人惊讶的MCQ测试,以评估他们的知识。对MCQ测试结果进行统计学分析。结果:学生们发现拼图课比传统课更有吸引力。研究组的MCQ得分高于对照组。结论:拼图技术是一种既有教育意义又令人愉快的教学方式。由于其巨大的好处,学生和老师都决心在未来也使用这种技术。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Jigsaw technique: An innovative teaching strategy in anatomy
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.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Journal of the Scientific Society
Journal of the Scientific Society MEDICINE, GENERAL & INTERNAL-
自引率
33.30%
发文量
19
审稿时长
36 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信