Abstract :
Background: Active learning strategies such as cooperative learning are increasingly emphasized in modern medical education, particularly following the implementation of Competency-Based Medical Education (CBME) by the National Medical Commission (NMC) in India. This study compares the Jigsaw method, a structured cooperative learning technique, with Traditional Small Group Teaching (SGT) in enhancing the comprehension and long-term retention of pharmacology concepts among Phase-II medical students.Materials and Methods: A prospective, crossover, interventional study was conducted with 60 Phase-II MBBS students randomly assigned to two groups. Two pharmacology topics (Calcium Homeostasis and Thyroid/Anti-Thyroid Drugs) were taught using both methods in a crossover design. Pre-test, immediate post-test, and 3-week retention tests were administered using MCQ-based assessments and open-ended questions. Statistical analysis was performed using independent and paired t-tests, Repeated Measures ANOVA, and descriptive statistics. Student and faculty feedback was collected via validated questionnaires the questionnaire used a 5-point Likert scale for assessment.Results: The Jigsaw method resulted in significantly higher post-test and retention scores compared to SGT across both topics (p
Keyword :
Jigsaw method, Small group teaching, Pharmacology education, Active learning, Knowledge retention, Medical education, Cooperative learning