The jigsaw technique of peer teaching and learning An efficient and enjoyable teaching strategy in medicine (Published 2015)
Apr 06, 2016
Walker S, Olvet D.M and Chandran L
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.
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.
Thank you, I enjoyed this article and your research as methodology for promoting student centered and active learning concepts. I also believe that the jigsaw method has a great potential for instructional strategies in medicine. Your background validated the purpose of this study and was well referenced with seminal experts in the field of peer learning. I agree with you that reading the articles before coming to the learning environment is ideal but due to time constraints, you chose to annotate salient information in the articles for learners. I was disappointed that you chose to do this however, because the synthesis of scientific articles is an undeveloped skill in resident education, but your reasoning is clearly understood. I would love to see you use this teaching strategy in other research so we can begin to build this as a teaching tool, supported by clinical or qualitative data in medical and graduate education. Some grammatical and sentence structure issues but overall nice work.