ABSTRACT
Introduction: Student driven interactive methods of teaching are a major part of andragogy, which drives them to professional competency. Jigsaw method is one such interactive teaching modality which fosters self-directed learning and peer interaction. The aim of this study is to access the effectiveness of Jigsaw method of interactive teaching qualitatively and quantitatively among 1st year MBBS students. Materials and methods: this study was done in 1st year medical students. The students were exposed to jigsaw method of interactive teaching in small groups and the program was evaluated by assessing the short and long term memory of the students. Feedback also was obtained from the students. Results: There was a statistically significant difference in the mean scores as compared to traditional teaching methods. The perception of students also showed promising results. Discussion: there have been many studies on student perception on such interactive teaching methods which revealed that the students were showing better academic performances. A few studies like the present one, on quantitative assessment of students score after Jigsaw method of interactive teaching has also shown good results. Conclusion: the jigsaw method of interactive teaching encourages student participation and enhances self directed learning and peer assisted learning.
ABSTRACT
Background: Teaching medical students the subject of Anatomy has always been a challenging task. This studywas conducted to understand the student’s perspective of the various methodologies of teaching and learning inAnatomy.Materials and methods: This study was done in Sree Balaji Medical College and Hospital, Chennai. In this studya questionnaire was prepared, where in there were 12 questions, which was circulated to the MBBS students of1st year and second year. The questionnaire had questions as to which modality of teaching gives betterunderstanding of Anatomy. The results obtained were tabulated.Results: The results showed that cadaveric dissection gave better understanding. A power point presentation ona topic followed by dissection of same topic was well appreciated. Students preferred small group teaching withwet and dry specimens to didactic lectures using power point. A good feedback was obtained for problem basedlearning also.Conclusion/ Implication: After analyzing the observations it can be concluded that small group teaching in theform of cadaveric dissection or demonstration is the method which the students feel is best to understandAnatomy. Problem based learning also has conferred a lot of advantages in making the students analyze andcorrelate Anatomy with its clinical implications. The modern methods of teaching anatomy in lecture hall withpower point presentation or virtual anatomy is only a supportive method to understand anatomy.