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. 2024 Nov 29;16(11):e74720.
doi: 10.7759/cureus.74720. eCollection 2024 Nov.

Jigsaw as a Revision Module for Enhancing Learning in Biochemistry Among First-Year Medical Students

Archana Nimesh  1 , Rajani Kumawat  1 , Saket Sinha  1 , Harshitha Ramoju  1 , Gitanjali Goyal  1 , Akhilesh Pathak  2 , Himanshu Sharma  1
Affiliations

Jigsaw as a Revision Module for Enhancing Learning in Biochemistry Among First-Year Medical Students

Archana Nimesh et al. Cureus. .

Abstract

Aim Biochemistry includes the elaborate study of various biomolecules and intricate mechanisms that first-year medical students find difficult to understand and retain when taught through didactic lectures. Therefore, this study aims to test the effectiveness of jigsaw as a revision module in increasing the knowledge and retention capacity of students in Biochemistry. Materials and methods Eighty students were enrolled in the study. An MCQ-based pre-test was administered to students after a biochemistry topic was taught through a didactic lecture. Students were then divided into four groups led by a moderator. Each moderator divided their group of 20 students into four subgroups. Five subtopics from the lecture were assigned to each subgroup (one topic per student). The students receiving the same subtopic from all subgroups were teamed together to collectively study the subtopic within 30 minutes. Students then dispersed and joined their original subgroups to teach their subtopics to their peers (time allowed: 50 minutes). Thus, each student eventually learned five subtopics in a short period through self-directed learning. Post-tests and delayed post-tests were conducted after the jigsaw activity. Responses were analyzed through student t-tests and correlations. Results The post-test and delayed post-test scores were significantly higher than the pre-test scores, indicating an increase in knowledge and retention of information, respectively. The gain in scores was significantly higher in the "non-high achiever" vs. "high-achiever" group indicating that the jigsaw benefitted average and below-average students. The pre-test, post-test, and delayed post-test scores showed significant correlations. Conclusions Jigsaw was found to be an effective revision exercise in biochemistry in improving the quality of medical education.

Keywords: biochemistry; jigsaw; medical education; medical students; revision; self-directed learning; teaching-learning method.

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Conflict of interest statement

Human subjects: Consent for treatment and open access publication was obtained or waived by all participants in this study. Animal subjects: All authors have confirmed that this study did not involve animal subjects or tissue. Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work.

Figures

Figure 1
Figure 1. Steps showing how the study was conducted on first-year medical students.
Figure 2
Figure 2. Steps showing how the jigsaw exercise was conducted on first-year medical students.
Figure 3
Figure 3. Correlation analysis between pre-test, post-test, and delayed post-test scores.
See this image and copyright information in PMC

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