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1- Department of Paediatrics, Mallareddy Institute of Medical Sciences, Suraram, Hyderabad. ,
2- Department of Physiology, All India Institute of Medical Sciences, Bibinagar, Hyderabad.
Abstract:   (203 Views)
Background: The traditional large group didactic lectures have found to have many shortcomings and small group discussions have been proposed to overcome some of them. But a typical small group discussion (SGD) remains still a mini-interactive lecture in most cases. To find a way to improve student participation and better understanding, many newer teaching learning methods are being tried, of which Jigsaw teaching method, a type of co-operative learning is one. But the usefulness of jigsaw teaching must be studied more with comparison to other small group methods.
Methodology: A quasi-experimental study was conducted over one month in the Paediatrics department of DM-WIMS medical college, with a total of 30 students who after written informed consent were randomly allocated to the SGD and jigsaw groups, of 15 each. Four topics were taken to both the groups who were crossed over after one session. (Total eight exposures) Their post-intervention mean scores were tabulated and analysed; and Likert scale was used to assess their perceptions on the Jigsaw method.
Results: The results showed that the Jigsaw method had better student performance, which was statistically significant with a p value of < 0.05. Similarly, the student perceptions also showed that they appreciated the jigsaw teaching method, but time constraints are noted as a drawback. Conclusions: Jigsaw teaching is a good small group teaching method to ensure better student participation and understanding and can add to our repertoire of teaching learning methods, which Competency Based Medical Education (CBME) warrants.
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Type of Study: Original Article | Subject: Pediatrics
Received: 2021/05/18 | Accepted: 2021/07/14

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