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Background <p>Competency-based medical education increasingly emphasises active learning and collaborative skills. The Jigsaw technique, a structured cooperative learning approach, remains underutilised in Indian medical schools despite potential benefits for student engagement and self-directed learning.</p> Objective <p>To assess students’ perceptions of Jigsaw-based teaching in Community Medicine and elicit recommendations for optimising implementation.</p> Methods <p>This cross-sectional study involved 130 Phase-III Part-1 medical undergraduates at Apollo Institute of Medical Sciences and Research, India (November 2022–May 2023). Following a 2-hour Jigsaw session on a Community Medicine topic, students completed online questionnaires comprising five-point Likert scale items and open-ended questions. The questionnaire was literature-based, expert-validated (<i>n</i> = 5), pilot-tested (<i>n</i> = 10), and demonstrated acceptable internal consistency (Cronbach’s α = 0.78). Quantitative data were analysed using descriptive statistics (frequencies, percentages, median, IQR); qualitative responses underwent thematic analysis.</p> Results <p>Response rate was 100% (<i>n</i> = 130; 47.7% male). As the Jigsaw session was a scheduled academic activity, all enrolled students were present; informed consent was obtained electronically via the Google Form preamble, and anonymity was assured. A high proportion of students reported positive experiences: 93.0% rated the overall experience favourably, 93.8% found the method useful, and 88.4% agreed it enhanced peer interaction. Notably, 98.5% perceived the technique as facilitating self-directed learning behaviours such as independent topic preparation. Qualitative feedback highlighted active engagement, improved understanding, and collaborative benefits. Students recommended selective topic choice, judicious frequency of implementation, and extended session duration.</p> Conclusion <p>Medical undergraduates reported positive perceptions of the Jigsaw technique for promoting peer interaction and self-directed learning behaviours. Thoughtful instructional design incorporating student feedback is essential for maximising pedagogical effectiveness. The method may offer practical advantages for resource-constrained settings when strategically integrated into curricula, though rigorous controlled trials are needed to establish its comparative effectiveness.</p>

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Medical students’ perspectives on the Jigsaw technique for undergraduate teaching in community medicine

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月22日

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  • Sravana Deepthi C,
  • Venkata Ravikanth Eddula,
  • Shakeer Kahn Patan,
  • Sirshendu Chaudhuri

摘要

Background

Competency-based medical education increasingly emphasises active learning and collaborative skills. The Jigsaw technique, a structured cooperative learning approach, remains underutilised in Indian medical schools despite potential benefits for student engagement and self-directed learning.

Objective

To assess students’ perceptions of Jigsaw-based teaching in Community Medicine and elicit recommendations for optimising implementation.

Methods

This cross-sectional study involved 130 Phase-III Part-1 medical undergraduates at Apollo Institute of Medical Sciences and Research, India (November 2022–May 2023). Following a 2-hour Jigsaw session on a Community Medicine topic, students completed online questionnaires comprising five-point Likert scale items and open-ended questions. The questionnaire was literature-based, expert-validated (n = 5), pilot-tested (n = 10), and demonstrated acceptable internal consistency (Cronbach’s α = 0.78). Quantitative data were analysed using descriptive statistics (frequencies, percentages, median, IQR); qualitative responses underwent thematic analysis.

Results

Response rate was 100% (n = 130; 47.7% male). As the Jigsaw session was a scheduled academic activity, all enrolled students were present; informed consent was obtained electronically via the Google Form preamble, and anonymity was assured. A high proportion of students reported positive experiences: 93.0% rated the overall experience favourably, 93.8% found the method useful, and 88.4% agreed it enhanced peer interaction. Notably, 98.5% perceived the technique as facilitating self-directed learning behaviours such as independent topic preparation. Qualitative feedback highlighted active engagement, improved understanding, and collaborative benefits. Students recommended selective topic choice, judicious frequency of implementation, and extended session duration.

Conclusion

Medical undergraduates reported positive perceptions of the Jigsaw technique for promoting peer interaction and self-directed learning behaviours. Thoughtful instructional design incorporating student feedback is essential for maximising pedagogical effectiveness. The method may offer practical advantages for resource-constrained settings when strategically integrated into curricula, though rigorous controlled trials are needed to establish its comparative effectiveness.