Indian Journal of Pharmacy and Pharmacology

Page: 30-39

Background: Active learning strategies such as cooperative learning are increasingly emphasized in modern medical education, particularly following the implementation of Competency-Based Medical Education (CBME) by the National Medical Commission (NMC) in India. 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.

Materials and Methods: A prospective, crossover, interventional study was conducted with 60 Phase-II MBBS students randomly assigned to two groups. Two pharmacology topics (Calcium Homeostasis 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 performed using independent and paired t-tests, Repeated Measures ANOVA, and descriptive statistics. Student and faculty feedback was collected via validated questionnaires the questionnaire used a 5-point Likert scale for assessment.

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 marks to +3.4 marks out of 15) than in the SGT group (+2.2 marks). The decline in retention was less pronounced in the Jigsaw group (mean difference -0.4 vs. -0.5 to -0.7 in SGT). Student feedback indicated that over 70% preferred the Jigsaw method, citing better peer communication, collaboration, and active involvement. Faculty reported higher student engagement with Jigsaw, though they noted it required more preparation time.

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 students' engagement, collaboration, and peer-teaching skills. The implementation of the Jigsaw method is a viable and superior alternative in Pharmacology curricula to foster active, student-centred learning aligned with CBME competencies.