Jigsaw Teaching VS Small Group Teaching: A Comparative Study Among Phase 3 MBBS Students in the Department of Paediatrics.
Background: The traditional large group didactic lectures have many shortcomings, so small group discussions have been proposed to overcome some of these shortcomings. However, a typical Small Group Discussion (SGD) remains a mini-interactive lecture in most cases. To improve students' participation...
| Publicado en: | Journal of Pediatrics Review Vol. 9; no. 4; pp. 347 - 355 |
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| Autores principales: | , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Mazandaran University of Medical Sciences
Oct2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=155744803&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 155744803 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 23224398 HC3Y jtl: Journal of Pediatrics Review issn: 23224398 maglogo: N pubinfo: dt: Oct2021 vid: 9 iid: 4 pid: 45683 pub: Mazandaran University of Medical Sciences artinfo: ui: 155744803 155744803 155744803 10.32598/jpr.9.4.974.1 155744803 ppf: 347 ppct: 8 formats: fmt: @attributes: type: P tig: atl: Jigsaw Teaching VS Small Group Teaching: A Comparative Study Among Phase 3 MBBS Students in the Department of Paediatrics. aug: au: Singaravelu, Vidya U., Madhusudhan affil: Department of Paediatrics, Malla Reddy Institute of Medical Sciences, Suraram, Hyderabad, India sug: subj: Students, Medical Pediatrics Teaching Methods Education, Medical Human Randomized Controlled Trials Comparative Studies Quasi-Experimental Studies Pretest-Posttest Design Summated Rating Scaling Outcomes of Education Random Assignment Descriptive Statistics India ab: Background: The traditional large group didactic lectures have many shortcomings, so small group discussions have been proposed to overcome some of these shortcomings. However, a typical Small Group Discussion (SGD) remains a mini-interactive lecture in most cases. To improve students' participation and their better understanding, many newer teaching-learning methods have been tried. Jigsaw teaching method, a type of cooperative learning, is one of these new methods. Obviously, the usefulness of jigsaw teaching must be compared with other small group teaching methods. Objectives: The aim of this study was to compare the effectiveness of the Jigsaw teaching technique with the small group teaching method. Methods: A quasi-experimental study was conducted over one month in the Paediatrics Department of DM WIMS medical college. After obtaining written informed consent, 30 students were randomly selected and allocated to the SGD and jigsaw groups (15 students in each group). Four topics were taken to both the groups who were crossed over after one session (a total of eight exposures). Their post-intervention mean scores were tabulated and analyzed. The Likert scale was used to assess the students' evaluations of the jigsaw method. Results: The results showed that the jigsaw method had better students' performance, which was statistically significant with a P<0.05. Also, the students' evaluation showed that they appreciated the jigsaw teaching method, but time constraints were noted as a drawback. Conclusions: Jigsaw teaching is an excellent small group teaching method to ensure better students' participation and understanding and can add to our repertoire of teaching-learning methods, which Competency-Based Medical Education (CBME) warrants. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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