Author: Walker S, Olvet D.M and Chandran L Publication Year: 2015
Summary: Multiple factors in the current climate of curriculum reform call for a need for more efficient, student-centered learning. This paper presents the jigsaw technique of peer teaching with a detailed description of the steps involved.
Description: Background: The jigsaw method is a peer teaching method that has great potential as a tool to learn a large amount of information in a short period of time. We present data on the use of the jigsaw technique in a graduate medical education setting.

Methods: Forty-one pediatric residents participated in a jigsaw session on otitis media. Residents became an expert on one of four articles and taught their topic to other residents in their jigsaw group. Residents were asked to rate on a scale of 1 (least) to 5 (most) how educational and enjoyable the jigsaw session was. They were also given a multiple choice exam testing their knowledge of otitis media.

Results: Residents rated the jigsaw session high for both educational value (4.68 ± 0.57) and how enjoyable it was (4.54 ± 0.67). Exam scores improved from the pre- (0.59 ± 0.18) to post-session exam (0.78 ± 0.15, t(32)=-5.25, p < 0.001), showing that residents had increased knowledge of otitis media.

Conclusions: The jigsaw method is an educational and enjoyable method of peer teaching for pediatric residents. We plan to incorporate the jigsaw method at our institution into our undergraduate and graduate medical education programs.

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