Using the jigsaw technique to teach patient safety

Abstract

Background: Medical education is rapidly changing where there has been decreased emphasis on passive didactics and increased focus on novel modes of teaching and learning to address the unique needs of millennial learners. As educators, it is challenging to keep up and find active teaching strategies outside of routine small group exercises to engage learners. Although the traditional small group activities, such as cased-based learning, allows for interactive and effective teaching, this modality may require the use of multiple faculty facilitators, which can be a difficult resource to find. The jigsaw learning method is cooperative learning that utilizes peer teaching and promotes collaborative learning, and additionally, only one facilitator is required of this type of learning technique. Objectives: We aimed to assess the effectiveness of the jigsaw method by comparing it to the traditional small group learning method to teach principles of diagnostic reasoning. Design: Residents were assigned to either the traditional small group teaching method or the jigsaw method. We compared pre-test, post-test, one-year follow-up test results between participants, and resident perception of the exercises. Results: A 2 × 3 repeated measures ANOVA indicated statistically significant improvement in tests scores from before to after participation with the jigsaw method compared to the traditional small group method. Post-survey demonstrated higher resident satisfaction with the jigsaw method. Conclusion: Our study demonstrates that a jigsaw cooperative learning approach can be used as an effective method to promote collaborative learning and engagement.

How to Teach Pre-Service Teachers to Make a Didactic Program? The Collaborative Learning Associated with Mobile Devices

“…The presence of educational proposals that are more distant from traditional approaches is an increasingly clear trend [1]. Educational institutions have presented this new direction, a recent approach that distances itself from traditional and passive methods [2], through a commitment to more innovative teaching processes [3]. This orientation essentially responds to the positive impact that they generate on issues such as student training [4][5][6][7][8][9] or, linked to this, the social environment [10].…”

Bibliometric Study of Scientific Production on the Term Collaborative Learning in Web of Science

“…In this case, teachers must become guides of this pedagogical act. The collaborative learning method is a clear example of an active teaching method [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17]. This teaching methodology requires two or more people who, thanks to the sharing of various resources and skills, can acquire the curricular elements proposed.…”

“…In turn, this evolution has not only had consequences in the economic, political, or social spheres; in the educational sphere, the implementation of innovation processes in the different educational institutions has also experienced a great evolution [2]. In order to update and offer quality and innovative training, it is necessary to abandon traditional teaching-learning approaches [3], as well as passive training methods [4]. For this reason, the line of action in the educational and pedagogical field must be directed towards the development of new innovative practices.…”

Effect of the jigsaw technique as a cooperative learning approach on motivation and job performance of community health workers: A quasi-experimental study

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