The Power of Peer Learning: A Prospective Cross-Over Comparative Study of Jigsaw versus Small Group Teaching in Pharmacology
Authors: Anisha Prasad, Siddharth Sekhri, Angelika Batta
Keywords: Jigsaw method, small group teaching, pharmacology education, active learning, knowledge retention, medical education, cooperative learning
Abstract:
Abstract
Background: Active learning strategies such as cooperative learning are increasingly emphasized in modern medical education. This study compares the Jigsaw method, a structured cooperative learning technique, with Traditional Small Group Teaching (SGT) in enhancing the comprehension and long-term retention of pharmacology concepts among Phase-II medical students.
Methods: A prospective, crossover, interventional study was conducted with 60 Phase-II MBBS students randomly assigned to two groups. Two pharmacology topics (Calcium Balance and Thyroid/Anti-Thyroid Drugs) were taught using both methods in a crossover design. Pre-test, immediate post-test, and 3-week retention tests were administered using MCQ-based assessments and open-ended questions. Statistical analysis was done using independent and paired t-tests, Repeated Measures ANOVA, and descriptive statistics.
Results: The Jigsaw method resulted in significantly higher post-test and retention scores compared to SGT across both topics (p<0.01). Learning gains were greater in the Jigsaw group (+3.3 to +3.4) than in the SGT group (+2.2). The decline in retention was less pronounced in the Jigsaw group. Student and faculty feedback indicated higher engagement, better communication, and deeper conceptual understanding with the Jigsaw method.
Conclusion: The Jigsaw technique is more effective than Traditional SGT in promoting both immediate learning and long-term retention of pharmacology knowledge. It also enhances student engagement, collaboration, and peer teaching skills. Implementation of the Jigsaw method is recommended in Pharmacology curricula to foster active, student-centered learning.
