"JIGSAW LEARNING VS. TRADITIONAL LECTURES: ENHANCING KNOWLEDGE ACQUISITION AND RETENTION IN MBBS STUDENTS"

Abstract

Background and Aim: Medical education is continuously evolving, with increasing emphasis on active learning strategies to enhance student engagement and knowledge retention. The jigsaw method is a structured cooperative learning technique where students become experts in specific topics and then teach their peers, fostering collaboration, deeper understanding, and critical thinking. In contrast, traditional didactic lectures follow a passive learning approach, where students receive information without direct engagement. While lectures remain a cornerstone of medical education, their effectiveness in long-term knowledge retention and critical thinking skill development is often debated. This study compared the effects of the jigsaw learning method and traditional lectures on knowledge acquisition, retention, and critical thinking skills in first-year MBBS students.

Materials and Methods: A six-month crossover study was conducted with 100 first-year MBBS students. The students were divided into two groups, each exposed to both learning strategies. Four educational sessions were conducted: two using the jigsaw method and two using traditional didactic lectures. Immediately after each session, students completed multiple-choice questionnaires (MCQs) to assess knowledge acquisition. The same MCQs were administered again four weeks post-session to measure knowledge retention. Additionally, student perceptions of both teaching methods were collected through a five-point Likert scale survey, evaluating engagement, satisfaction, and perceived learning effectiveness.

Results: Statistical analysis demonstrated a significant advantage of the jigsaw method in long-term knowledge retention. The jigsaw group showed consistently higher scores in the follow-up MCQ assessments compared to the traditional lecture group (t (98) = 3.21, p < 0.01; Cohen’s d = 0.92, 95% CI [0.41, 1.42]). A repeated measures ANOVA indicated a significant main effect of time (F (3, 96) = 4.13, p < 0.01, η² = 0.08), suggesting that knowledge retention declined over time in both groups but at a slower rate in the jigsaw group. Additionally, a significant time-group interaction (F (3, 96) = 3.51, p < 0.05, η² = 0.06) highlighted that the jigsaw method was more effective in maintaining knowledge over time. The linear mixed-effects model further reinforced these findings, revealing a significant random slope effect (p < 0.01), demonstrating that individual learning trajectories varied but consistently favored the jigsaw approach.

Furthermore, student perceptions reflected a positive attitude towards the jigsaw method. The Likert scale responses indicated that students found the jigsaw method was more engaging (mean score: 4.3/5), improved their critical thinking skills (4.1/5), and reported greater confidence in retaining knowledge (4.4/5). In contrast, traditional lectures received lower engagement scores (3.2/5) and were perceived as less effective in promoting deeper understanding (3.5/5).

Conclusion: The findings of this study indicate that the jigsaw method enhances knowledge retention, fosters critical thinking, and increases student engagement compared to traditional lectures. Given the positive outcomes, incorporating cooperative learning techniques like the jigsaw method into medical education curricula can provide a more interactive and effective learning experience. This study highlights the potential of active learning strategies to improve educational outcomes in MBBS students, suggesting a shift towards student-centered pedagogical approaches.