Jigsaw Teaching VS Small Group Teaching: A Comparative Study Among Phase 3 MBBS Students in the Department of Paediatrics

IF 0.3 Q4 PEDIATRICS Journal of Pediatrics Review Pub Date : 2021-10-01 DOI:10.32598/jpr.9.4.974.1
V. Singaravelu, Madhusudhan U
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Abstract

Background: The traditional large group didactic lectures have many shortcomings, so small group discussions have been proposed to overcome some of these shortcomings. However, a typical Small Group Discussion (SGD) remains a mini-interactive lecture in most cases. To improve students’ participation and their better understanding, many newer teaching-learning methods have been tried. Jigsaw teaching method, a type of cooperative learning, is one of these new methods. Obviously, the usefulness of jigsaw teaching must be compared with other small group teaching methods. Objectives: The aim of this study was to compare the effectiveness of the Jigsaw teaching technique with the small group teaching method. Methods: A quasi-experimental study was conducted over one month in the Paediatrics Department of DM WIMS medical college. After obtaining written informed consent, 30 students were randomly selected and allocated to the SGD and jigsaw groups (15 students in each group). Four topics were taken to both the groups who were crossed over after one session (a total of eight exposures). Their post-intervention mean scores were tabulated and analyzed. The Likert scale was used to assess the students’ evaluations of the jigsaw method. Results: The results showed that the jigsaw method had better students’ performance, which was statistically significant with a P<0.05. Also, the students’ evaluation showed that they appreciated the jigsaw teaching method, but time constraints were noted as a drawback. Conclusions: Jigsaw teaching is an excellent small group teaching method to ensure better students’ participation and understanding and can add to our repertoire of teaching-learning methods, which Competency-Based Medical Education (CBME) warrants.
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拼图教学与小组教学——儿科MBBS三期学生的比较研究
背景:传统的大分组教学法存在许多不足,因此提出了小组讨论法来克服其中的一些不足。然而,在大多数情况下,典型的小组讨论(SGD)仍然是一个小型互动讲座。为了提高学生的参与度和理解力,人们尝试了许多新的教学方法。拼图教学法是一种新型的合作学习方法。显然,拼图教学的有用性必须与其他小组教学方法相比较。目的:比较竖锯教学法和小组教学法的教学效果。方法:在DM WIMS医学院儿科进行为期一个多月的准实验研究。在获得书面知情同意书后,30名学生被随机选择并分配到SGD和拼图组(每组15名学生)。四个主题被带到两组,他们在一次会议后被交叉(总共八次接触)。他们的干预后平均得分被制成表格并进行分析。Likert量表用于评估学生对拼图法的评价。结果:拼图法学生学习成绩较好,差异有统计学意义(P<0.05)。此外,学生们的评价显示,他们很欣赏拼图教学法,但时间限制是一个缺点。结论:拼图教学是一种优秀的小组教学方法,可以确保学生更好地参与和理解,并可以增加我们的教学方法,这是基于能力的医学教育(CBME)所保证的。
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发文量
20
审稿时长
8 weeks
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