Optimizing Small Group Learning: A Comparative Study of Jigsaw Technique and Case-Based Learning Methods in Medical Education
Abstract
Introduction: Active learning techniques like Case-Based Learning (CBL) and Jigsaw Learning are effective small-group learning methods. They promote higher-order cognitive skills and improved collaboration. Both are more effective than didactic lectures. The study aims to conduct a comprehensive comparison of these techniques in terms of their impact on knowledge retention, the development of clinical reasoning, and overall student satisfaction.
Material & Methods: Sixty postgraduate medical students from the Department of Pathology at King George's Medical University were randomly assigned to CBL or Jigsaw Learning. Learning outcomes were measured through pre-test and post-test scores, and student perceptions were assessed using a 5-point Likert scale.
Results: CBL demonstrated significant improvement in scores, with a mean pre-test score of 7.7 ± 2.33 and a post-test score of 11.3 ± 1.84 (p = 0.000). Jigsaw Learning also showed substantial improvement, with pre-test scores of 8.53 ± 3.03 and post-test scores of 12.90 ± 2.52 (p < 0.000). Jigsaw Learning slightly outperformed CBL in terms of student performance (p = 0.002). Regarding perceptions, 95.5% of students strongly agreed that Jigsaw Learning was enjoyable, with a mean score of 4.95. Other aspects, such as ease of understanding, had a mean score of approximately 4.77, while only 63.6% found it beneficial for memory retention.
Conclusion: Jigsaw Learning was more effective than CBL in post-test performance, underscoring its ability to foster a deeper understanding through collaboration. However, both methods faced challenges regarding time consumption and memory retention, suggesting a need for refinement and better integration in medical curricula.
How to cite this article:
Yadav G, Bhattacharya S, Agrawal S, Patel R, Kumar M, Bhalla S, Jaiswal R. Optimizing Small Group Learning: A Comparative Study of Jigsaw Technique and Case-Based Learning Methods in Medical Education. IAP J. Med. Educ. Res. 2025;2(2):5-12.
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