Frontiers in medicine · 2026
Enhancing medical students comprehension through active learning: implementing the jigsaw method to improve engagement.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Begum Gulam, Goud B K M, Marakala Vijaya, Hamad Nasir A, Elizabeth Smitha, Khan Farida H, Agarwal Anshoo, Khattak Osama, Fareed Muhammad Amber, Alshammari Khalid F, Desai Vijay Bhavrao, Chaudhary Farooq A
Аннотация
OBJECTIVE: The Jigsaw method is an excellent collaborative learning strategy that actively involves students, improves their problem-solving abilities, and promotes individual accountability. This study investigated the effectiveness of the Jigsaw teaching and learning technique in enhancing medical students' knowledge of nutrition, specifically focusing on fat-soluble vitamins and B complex vitamins in medical students.
METHODS: A descriptive, cross-sectional, and prospective study was conducted with 176 Biochemistry students (10 males, 166 females) pursuing a Doctor of Medicine (MD) degree. Participants were conveniently sampled. The Jigsaw activity centered on "Nutrition," with subtopics including Vitamin A, Vitamin K, B complex (B1, B2, B6), and Biotin and Niacin.
RESULTS: The results showed across all four teams, mean scores for assignment, presentation, and expert-group activities were comparable, with total scores showing minimal variation. ANOVA demonstrated significant differences in Expert Group (F = 11.07, p < 0.001) and Assignment scores (F = 4.24, p = 0.006), while Presentation scores did not differ significantly (F = 1.08, p = 0.358). Pearson correlation analysis showed strong positive associations between assignment, presentation, and total scores, indicating consistent alignment of performance components across teams.
CONCLUSION: The Jigsaw method proved effective in boosting student engagement, comprehension, and collaborative skills in complex Biochemistry topics. The study suggests that well-planned active teaching methods like the Jigsaw model can positively impact student learning and help achieve specific learning outcomes in medical education. Our study was limited to one institution; future multi-center, longitudinal and controlled studies are recommended to validate and expand these findings.
METHODS: A descriptive, cross-sectional, and prospective study was conducted with 176 Biochemistry students (10 males, 166 females) pursuing a Doctor of Medicine (MD) degree. Participants were conveniently sampled. The Jigsaw activity centered on "Nutrition," with subtopics including Vitamin A, Vitamin K, B complex (B1, B2, B6), and Biotin and Niacin.
RESULTS: The results showed across all four teams, mean scores for assignment, presentation, and expert-group activities were comparable, with total scores showing minimal variation. ANOVA demonstrated significant differences in Expert Group (F = 11.07, p < 0.001) and Assignment scores (F = 4.24, p = 0.006), while Presentation scores did not differ significantly (F = 1.08, p = 0.358). Pearson correlation analysis showed strong positive associations between assignment, presentation, and total scores, indicating consistent alignment of performance components across teams.
CONCLUSION: The Jigsaw method proved effective in boosting student engagement, comprehension, and collaborative skills in complex Biochemistry topics. The study suggests that well-planned active teaching methods like the Jigsaw model can positively impact student learning and help achieve specific learning outcomes in medical education. Our study was limited to one institution; future multi-center, longitudinal and controlled studies are recommended to validate and expand these findings.