IAP Journal of Medical Education and Research

Transforming Anaesthesiology Education: Comparing the Flipped Classroom and Jigsaw Models in Anaesthesiology Interns – A Randomized Controlled Trial

Sangeeta Dhanger — 2026-05-19

Background: Competency-based medical education (CBME) policy emphasizes learner autonomy, active participation, and self-directed learning. Innovative teaching methods such as the Flipped Classroom (FC) and Jigsaw approaches have gained attention for fostering these skills. However, there is very limited evidence comparing their effectiveness among anaesthesiology interns, who require rapid decision-making by applying their knowledge and performing teamwork in clinical practice.
Methods: This randomized crossover study included 30 anaesthesiology interns divided into five groups of six participants each. Each group attended four classes—two using the FC method and two using the Jigsaw approach. All groups covered identical topics, with classes moderated by faculty members. Pre-tests and post-tests administered via Google Forms assessed knowledge gain. Feedback from interns and moderators was collected at the end of the posting.
Results: Both methods showed significant knowledge improvement within groups (p < 0.05). The mean improvement in pre- and post-test scores was 1.7 ± 0.8 for the Jigsaw method and 1.5 ± 0.7 for the FC method, with no statistically significant difference between them (p > 0.05). Student feedback indicated comparable satisfaction with both approaches (Jigsaw: 76.7%; FC: 73.3%), though the Jigsaw method showed slightly higher engagement (73.3% vs. 63.3%). Faculty feedback favored the Jigsaw technique, with 60% reporting higher student interaction, teamwork, and participation during sessions.
Conclusion: Both methods are equally effective in enhancing learning outcomes among anaesthesiology interns; however, faculty preferred the Jigsaw method for its superior engagement and collaborative learning environment.

How to cite this article:
Dhanger S, Bhat R R, Vinayagam S. Transforming Anaesthesiology Education: Comparing the Flipped Classroom and Jigsaw Models in Anaesthesiology Interns – A Randomized Controlled Trial. IAP J. Med. Educ. Res. 2026;3(1):1-7.

Enhancing Medical Education Through Adolescent-Friendly Initiatives: A 2026 Perspective

Shankar Prasad Bhattacharya — 2026-05-19

Introduction: Adolescents constitute nearly one-fifth of the global population and face unique health challenges that require
tailored, accessible, and sensitive healthcare services. Despite global progress, integration of adolescent-friendly health services (AFHS)
into medical education remains inadequate, particularly in low- and middle-income countries such as India.
Objective: To explore the role of adolescent-friendly initiatives in enhancing medical education globally and in India, and to highlight the need for integrating AFHS principles into medical curricula.
Methods: A narrative review was conducted using literature from 2000 to 2026, including World Health Organization reports, PubMed-indexed journals, and public health databases. Studies focusing on adolescent health, AFHS, and medical education were included. A thematic synthesis approach was used to analyze evidence related to policy frameworks, educational integration, and service delivery.
Results: Findings indicate that although global frameworks such as WHO’s AA-HA! emphasize adolescent-responsive care, structured incorporation of AFHS into medical education is inconsistent. In India, national programs like RKSK exist, but training remains fragmented and limited. Key competency gaps were identified in communication skills, confidentiality, psychosocial assessment, and cultural sensitivity. Integration of AFHS into curricula was associated with improved provider competence, enhanced adolescent health-seeking behavior, and reduced stigma.
Conclusion: Integrating adolescent-friendly initiatives into medical education is essential for developing competent and empathetic healthcare providers. Strengthening curriculum frameworks, faculty training, and standardized evaluation aligned with global guidelines is crucial, particularly in India, to achieve equitable adolescent healthcare outcomes by 2030.

How to cite this article:
Bhattacharya S P. Enhancing Medical Education Through Adolescent-Friendly Initiatives, Globally and India: A 2026 Perspective. IAP J. Med. Educ. Res. 2026;3(1):8-13.