Jigsaw Method for Non-technical Skills in Cardiac Arrest: a Novel Application of This Active Learning Pedagogy

Fryman, Craig; Fei, Anita; Mehta, R. K.; Ahmad, Sahar

doi:10.1007/s40670-018-0566-x

Cited by 4 publications

(3 citation statements)

References 7 publications

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“…Weidman and Bishop (2009) reported the use of Jigsaw for online learning appears four characteristics of cooperative learning including development social skills, interdependence, individual accountability, and promotive interaction. Jigsaw is also effective in medical education, especially for improving technical and nontechnical management skills (Fryman, Fei, Mehta, & Ahmad, 2018). Meanwhile, Liao, Griswold, and Porter (2018) reported most students in computing education have good perception toward Jigsaw.…”

Section: Jigsawmentioning

confidence: 99%

Designing Inquiry-Based Expertise Sharing Model to Enhance Graduate Employability in Higher Education Institutions

Noperman¹,

Arsyad²,

Dalifa³

et al. 2019

MOJEM

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This study aims to design Inquiry-Based Expertise Sharing (IBES) as a comprehensive active learning model in higher education, and then to examine its strength and challenges in enhancing graduate employability. This research was conducted by combination of qualitative and quantitative methods. There were two phases namely developing a pilot project and conducting experimental testing. In first phase, an initial comprehensive learning framework was developed by combining and integrating Jigsaw, Inquiry-Based Learning, and Knowledge Sharing as a framework named Inquiry-Based Expertise Sharing (IBES). In the second phase, the revised IBES was experimentally tested in the same course but different students using quasi-experiment method and the matching only pre-test post-test control group design. To examine the strength of IBES, main data was collected namely students' achievement and perception. Students' achievement was measured by the multiple choices questions sheet, while students' perception data was gathered by the questionnaire sheet. The result shows that students' achievement mean score in experimental group was 75.7 which is higher than control group that its mean score was 58.73. Students' perception result showed that more than 70% students have positive responses toward the IBES in all aspects including curiosity, inquiry skills, teamwork attitudes, collaborations, interdependence, and communication skills. The challenges of IBES are the diversity of students' background, the lack of curiosity, the lack of prior knowledge, the lack of confidence, and the lack of communication skills. Some recommendations for the effectiveness of implementation of IBES will be given.

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Section: Jigsawmentioning

confidence: 99%

Designing Inquiry-Based Expertise Sharing Model to Enhance Graduate Employability in Higher Education Institutions

Noperman¹,

Arsyad²,

Dalifa³

et al. 2019

MOJEM

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“…cardiac arrest) as well as the test scores in internal medicine residents. 24 Thus we posit that the jigsaw classroom technique used in a clinical pharmacology course will positively affect the learning experience and academic performance of the students. The purpose of this study was to evaluate the effects of the jigsaw classroom learning on the attitude, knowledge, skills, satisfaction and test performance of undergraduate health science students enrolled in a clinical pharmacology course.…”

Section: Introductionmentioning

confidence: 99%

A mixed method evaluation of cooperative learning using jigsaw classroom model in clinical pharmacology course

Asif¹,

Bano

Malick

et al. 2021

Preprint

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Purpose To evaluate use of cooperative learning using jigsaw classroom model in clinical pharmacology course for undergraduate university students. Methods A sequential mixed method study design was used. Jigsaw learning was used for teaching selected topics in clinical pharmacology course in addition to traditional lectures used to conduct the remaining topics. At the end of the course, students completed the Jigsaw learning assessment instrument that measured attitude, knowledge, skills and satisfaction. In-depth interviews were conducted to explore their experiences. Test scores of teaching content taught by Jigsaw learning was compared to the content delivered by traditional lectures. Results Lowest mean score depicting strongly positive response were observed for survey item-3 (1.9±0.98), item-13 (1.9±0.88) and item-19 (1.8±0.86) within the subscales measuring attitude, skills and satisfaction respectively. Difference between the test performance in course content delivered by jigsaw classroom technique compared to traditional lectures was statistically significant (p<0.001). Difference between mean responses of high and low test scoring students was significant for survey item-4 (p=0.04), item-8 (p=0.001), item-11, 12 (p=0.01, 0.02) and item-16 (p=0.03). Conclusion Jigsaw classroom model had positive effects on the attitude, knowledge, skills, satisfaction and test performance of students in clinical pharmacology course.

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“…Eğitimde çeşitli alanlarda JT kullanılmıştır. Sağlık alanında hemşirelik, diş hekimliği, eczacılık ve tıp eğitiminde JT'nin etkinliğini araştıran çalışmalar yapılmıştır (10)(11)(12)(13)(14)(15)(16)(17). Bu çalışmanın amacı, intern hekimlere yönelik gerçekleştirilen "I. Basamakta Hasta-Hekim İlişkisi" başlıklı derste kullanılan işbirlikli öğrenme yöntemi JT ile ilgili öğrenci görüşlerini değerlendirmektir.…”

Section: Introductionunclassified

The Use Of Jigsaw Technique In The Lesson Of “Patient-Physician Relationship In Primary Care” For Intern Physician

Öztürkçü

Kolcu

2018

Tıp Eğitimi Dünyası

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Bu çalışmanın amacı, intern hekimlere yönelik gerçekleştirilen "I. Basamakta Hasta-Hekim İlişkisi" başlıklı derste kullanılan işbirlikli öğrenme yöntemi JT ile ilgili öğrenci görüşlerini değerlendirmektir. Gereç ve Yöntem: Araştırma, Ege Üniversitesi Tıp Fakültesi Halk Sağlığı stajındaki 50 intern hekim ile gerçekleştirilmiştir. Öğrenciler 5'erli 12 gruba ayrılmış, her gruptan bir öğrenci seçilerek uzman grupları oluşturulmuştur. Ders materyali olarak kullanılan Calgary-Cambridge Gözlem Rehberi'ndeki 5 konu başlığı uzman gruplarına dağıtılmıştır. Uzman gruplarında konuyu tartışan öğrenciler, ilk gruplarına dönerek öğrendiklerini paylaşmıştır. Son olarak büyük grup tartışması düzenlenmiş, tüm konu başlıkları gözden geçirilmiştir. Öğrencilerden ders ile ilgili yazılı geri bildirim alınmıştır. Elde edilen niteliksel verilerin içerik analizi MAXQDA software kullanılarak yapılmıştır. İçerik analizinde tema, kod belirlenmiş ve sözcük bulutu yapılmıştır.

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Jigsaw Method for Non-technical Skills in Cardiac Arrest: a Novel Application of This Active Learning Pedagogy

Cited by 4 publications

References 7 publications

Designing Inquiry-Based Expertise Sharing Model to Enhance Graduate Employability in Higher Education Institutions

Designing Inquiry-Based Expertise Sharing Model to Enhance Graduate Employability in Higher Education Institutions

A mixed method evaluation of cooperative learning using jigsaw classroom model in clinical pharmacology course

The Use Of Jigsaw Technique In The Lesson Of “Patient-Physician Relationship In Primary Care” For Intern Physician

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