Study of students perceptions for Jigsaw-collaborative learning in Forensic Medicine

The traditional didactic teaching in Forensic Medicine happens to be less interactive & non collaborative monolog resulting in poor learning outcomes. Study attempts intervention of student centric, active, collaborative group activity “Jigsaw” to make them accountable for their own learning while determining its effect in improving students‟ self, active & collaborative learning through their feedback & perceptions. Materials and Methods: This prospective cross sectional, interventional study carried out on first semester – II MBBS students in Forensic Medicine at MPSGMC Jamnagar. Participants divided in 10 groups each of 6 to 7 students making 2 clusters of 5 groups. Two pre-decided assignments of Toxicology with 5 different topics were distributed as learning tasks to each 5 groups of both clusters. Teacher facilitated, suggested resources & guided groups in preparing their topics. Subsequently when group reassembled, one member of each group was randomly merged with other groups in a way that both clusters of 5 groups would comprise of all 5 different topics of respective assignments. In such new groups, each member presented their topic which was subjected to analysis and synthesis by rest of the members under facilitation by teacher. Thus, both clusters of 5 groups learned their whole assignment. Thereafter, effectiveness of Jigsaw learning experience was evaluated by administering a pre-validated feedback questionnaire to students which was analyzed. Results and Observations: Jigsaw protocol feedback on likert rating scale showed average rating of 3.91 to 4.22 for each item. Satisfaction index was highest (90.45) for item „Jigsaw activity enabled active student participation & discussion.‟ whereas, it was lowest (83.41) for item –„Many more topics shall be taught by this method‟ which exhibits students‟ apprehension to learn without teacher. Analysis of open ended questionnaires‟ revealed students‟ perceived positivity & effective learning through Jigsaw due to responsibility of teaching. However, they felt barriers of time constraint, improper group dynamics & need of teacher. Conclusions: Jigsaw intervention induced active engagement & accountability through responsibility of peer teaching while encouraging cooperative learning. Students‟ perceived positivity of accomplishment of learning in cooperative, refreshing & enriching Jigsaw learning environment which added benefits of sharpening their learning, social & communication skills.