Implementing a Cooperative Learning Model in a Cadaver Anatomy Laboratory

For instructors of human anatomy, it remains unclear whether some teaching methods are more likely to enhance student motivation and achievement than others. This presentation focuses on Jigsaw, a cooperative learning technique. In Jigsaw, students divide into groups to learn subsets of objectives. After mastering their subset, students then form new groups in which each student teaches their subset to students who, in turn, teach their subsets. The purpose of this work is to explain how the Jigsaw procedure was modified for use in the anatomy laboratory and to provide data comparing Jigsaw with traditional lab instruction in which students work on their own. The Jigsaw method was modified to teach 300 students in a one‐semester cadaver based laboratory. Fifteen laboratory sections were randomly assigned to either traditional lab instruction or Jigsaw. Surveys were given across the semester to assess student motivation and engagement. Achievement was assessed at the end of each laboratory session (exit quizzes) and on six unit exams. Jigsaw students scored significantly higher on all exit quizzes. However, no significant differences were detected on the systems exams. Jigsaw students' motivation also increased compared to the traditional lab, as measured by interest, engagement, and positive emotions. Jigsaw was implemented in an undergraduate cadaver anatomy course. Not only were students were more successful in learning anatomical structures using Jigsaw, but their motivation increased as well. Further research should focus on the long‐term retention of material in a cooperative learning environment.