Effectiveness of Jigsaw learning compared to lecture‐based learning in dental education

Sağsöz, Ömer; Karataş, Özcan; Türel, Vehbi; Yıldız, Mustafa; Kaya, Esin

doi:10.1111/eje.12174

Cited by 33 publications

(41 citation statements)

References 18 publications

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“…These findings corroborate with earlier studies where the authors emphasized that the use of the Jigsaw cooperative learning tool improved achievement scores compared to the conventional teaching methods (Sagsoz, 2015, Hanze and Berger, 2007, Kiliac, 2008. The results further approve Burns (1984) statement that Jigsaw cooperative learning strategy results in higher learners` achievement because they engage in thoughtprovoking tasks in their expert groups with eagerness because they know they have to teach the content assigned to them when they move back to their corresponding home groups.…”

Section: Feedbacksupporting

confidence: 90%

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Effect of Jigsaw Co-Operative Learning Method in Improving Cognitive Skills among Medical Students

Kumar¹,

Kalasuramath²,

Patil³

et al. 2017

Int.J.Curr.Microbiol.App.Sci

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Section: Feedbacksupporting

confidence: 90%

“…For the first week of the study the batch A were informed to come prepared for a conventional tutorial on the pre-decided topic, while the batch B would be prepared for the jigsaw strategy (Sagsoz, 2015;Slavin, 1996).…”

Section: Methodsmentioning

confidence: 99%

Effect of Jigsaw Co-Operative Learning Method in Improving Cognitive Skills among Medical Students

Kumar¹,

Kalasuramath²,

Patil³

et al. 2017

Int.J.Curr.Microbiol.App.Sci

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“…Overall, these findings suggest that the jigsaw method may contribute to positive student performance over the longer term. This is supported to some extent by research in health professional contexts, (e.g., teacher education program for teaching cardiopulmonary resuscitation and dentistry) where, although learning by jigsaw was as effective as the traditional didactic instruction (Charlier et al, ; Sagsoz et al, ) knowledge was retained for longer in those taught with jigsaw (Sagsoz et al, ).…”

Section: Discussionmentioning

confidence: 91%

“…There is evidence that jigsaw can result in positive outcomes, with student performance being similar or in many cases improved when compared to traditional instruction. This outcome has been demonstrated for a variety of sciencerelated content (Slish, 2005;Depaz and Moni, 2008;Doymus, 2008a,b;Jansoon et al, 2008;Tarhan and Sesen, 2012;Karacop and Doymus, 2013;Tarhan et al, 2013;Salomaki et al, 2014;Walker et al 2015;Karacop, 2017;Sagsoz et al, 2017). In first year chemistry, jigsaw has consistently been shown to be an effective method of teaching with students achieving higher test scores and greater understanding of concepts (Doymus et al, 2010;Tarhan and Sesen, 2012;Karacop and Doymus, 2013).…”

Section: Introductionmentioning

confidence: 95%

“…The jigsaw method, or more broadly CL, has recently experienced more widespread adoption in both high school and tertiary levels (Carrol, ; Perkins and Saris, ; Doymus, ; Jansoon et al, ; Doymus et al, ; Karacop and Doymus, ; Warfa, ; Apugliese and Lewis, ; Karacop, ). Studies in health and medicine education include undergraduate teaching of biology (Slish, ), pharmacology (Depaz and Moni, ), physiology (Bhandari et al, ), veterinary anatomy dissection (Salomaki et al, ), dentistry (Sagsoz et al, ) and medicine (Buhr et al, ; Walker et al ; Kumar et al, ).…”

Section: Introductionmentioning

confidence: 99%

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Using the Jigsaw Method to Teach Abdominal Anatomy

Oakes

Hegedus

Ollerenshaw

et al. 2018

Anatomical Sciences Ed

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This study evaluates a cooperative learning approach for teaching anatomy to health science students incorporating small group and peer instruction based on the jigsaw method first described in the 1970's. Fifty-three volunteers participated in abdominal anatomy workshops. Students were given time to become an "expert" in one of four segments of the topic (sub-topics) by allocating groups to work-stations with learning resources: axial computerized tomography (CT) of abdominal structures, axial CT of abdominal blood vessels, angiograms and venograms of abdominal blood vessels and structures located within abdominal quadrants. In the second part of workshop, students were redistributed into "jigsaw" learning groups with at least one "expert" at each workstation. The "jigsaw" learning groups then circulated between workstations learning all sub-topics with the "expert" teaching others in their group. To assess abdominal anatomy knowledge, students completed a quiz pre- and post- workshop. Students increased their knowledge with significant improvements in quiz scores irrespective of prior exposure to lectures or practical classes related to the workshop topic. The evidence for long-term retention of knowledge, assessed by comparing end-semester examination performance of workshop participants with workshop nonparticipants, was less convincing. Workshop participants rated the jigsaw workshop highly for both educational value and enjoyment and felt the teaching approach would improve their course performance. The jigsaw method improved anatomy knowledge in the short-term by engaging students in group work and peer-led learning, with minimal supervision required. Reported outcomes suggest that cooperative learning approaches can lead to gains in student performance and motivation to learn. Anat Sci Educ 00: 000-000. © 2018 American Association of Anatomists.

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Anatomy Terminology Performance is Improved by Combining Jigsaws, Retrieval Practice, and Cumulative Quizzing

Fendos

2020

Anatomical Sciences Ed

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Science courses containing English-language terminology are a common implement in "English as a foreign language" (EFL) countries across the globe. In many of these countries, licensing examinations place added significance on terminology competence by requiring health science graduates to demonstrate mastery of English-language anatomy terms. In recent years, a wealth of research has shown active learning can offer many benefits over lecture-based, didactic approaches. Despite this work, very little has been done to test the potential of active learning in improving medical terminology performance. The present study explores this potential in two human gross anatomy lecture courses in South Korea, collecting performance and survey data from 399 undergraduates over a period of four years. Jigsaws, retrieval practice, and regular cumulative quizzing were used to mitigate three learning challenges specific to the study context: high vocabulary volume, low feelings of control over learning, and difficulties with exam preparation. The results show the reforms significantly improved both performance and learning attitudes, with students overwhelmingly favoring the use of new methods over lecture when taught using a mixture of both. Given that science learning often resembles the process of learning a foreign language, this study offers broad potential for improving terminology competence across disciplines, even for non-EFL students. Anat Sci Educ 14: 641-657.

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Effectiveness of Jigsaw learning compared to lecture‐based learning in dental education

Abstract: The Jigsaw method is as effective as the lecture-based method.

Cited by 33 publications

References 18 publications

Effect of Jigsaw Co-Operative Learning Method in Improving Cognitive Skills among Medical Students

Effect of Jigsaw Co-Operative Learning Method in Improving Cognitive Skills among Medical Students

Using the Jigsaw Method to Teach Abdominal Anatomy

Anatomy Terminology Performance is Improved by Combining Jigsaws, Retrieval Practice, and Cumulative Quizzing

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