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The jigsaw method which utilises peer-teaching in small-group settings permits a facilitator to incorporate active learning strategies into their educational toolbox. In November 2022, we evaluated the impact of the jigsaw method with groups stratified by post-graduate year (PGY) level. We assessed pre and post learner confidence and medical knowledge during a facilitator-led workshop. Participants were stratified into three groups who presented on the following subtopics about osteoporosis in men: (1) history and physical examination (PGY1s), (2) lab work and imaging studies (PGY2s) and (3) management and interventions (PGY3s). We evaluated if stratifying by PGY level impacted learner medical knowledge and confidence in November 2022. We had an 80% response rate from 16 actual participants from a total of 20 possible participants. Authors found a statistically significant increases in residents' confidence and medical knowledge after the training for all questions, but broad application across a variety of learners is still needed. The jigsaw method showed improvement in learner confidence about osteoporosis in men and may be implemented in teams distributed by PGY levels. Distribution by PGY level allows each team to building on their current training level to educate their peers.

Background: Coeducation in university settings is essential for fostering an inclusive, equitable, and diverse learning environment. In this regard, cooperative learning could play a crucial role in promoting coeducation by fostering collaboration, communication, and mutual understanding between male and female students. Thus, the aim of this study was to assess the effects of cooperative learning on gender equality and cooperative skills in students. Methods: The design of the study was quasi-experimental with quantitative pre- and post-test measures. The sample was comprised of 60 students (female = 30, male = 30, age: 19,97 ± 1,21 years) enrolled in the 2nd grade of Sport Sciences, distributed into two groups (control and experimental). The Competencies Scale for Gender Equality Education (CEIG) and the Questionnaire for the Analysis of Cooperative Learning in Higher Education (ACOES) were implemented before and after the intervention in both groups. The experimental group participated in 7 volleyball lessons executed that followed a methodology grounded in Cooperative Learning, specifically using the Jigsaw method, which ensured the formation of mixed-gender teams. A Mann-Whitney U test was carried out to verify the intergroup effect of the intervention. Results: The experimental group significantly improved in 2 out of 3 dimensions of the CEIG and in 5 out of the 7 dimensions of the ACOES. Conclusions: Teaching collective sports like volleyball through a cooperative model, specifically with the Jigsaw method and including mixed teams, significantly contributes to improving not only cooperative teamwork skills but also gender equality in education. Key Words: didactics, volleyball, teamwork, coeducation, Jigsaw method, gender

Background Academic Motivation forces students to work harder to achieve their educational goals and increases their academic achievement. Teaching methodologies are one of the ways to cater learning needs of students and improve academic motivation. However, there is a paucity of literature comparing the two small group discussion methods for their effect on academic motivation and the academic achievement. This study aims to analyze which small group discussion teaching method (between jigsaw and tutorial) is more effective in improving the academic motivation and achievement of undergraduate dental students. . Methods This experimental study was conducted at Shifa College of Dentistry, randomly sampling the BDS 1 st year students into two teaching groups (Jigsaw and Tutorial). Three teaching sessions were conducted within the module to teach the same topics to both groups. Multiple Choice Questions and a shorter version of the Academic Motivation Scale were administered to both groups before and after the intervention, to compare differences in scores. Data was analyzed using SPSS-26. Results The data of 46 students was included in the study (22 students in the Tutorial Group and 24 in the Jigsaw group). The mean pre-test scores of the academic achievement test for the control (tutorial) group was 16.86 ± 2.997 and for the experimental (jigsaw) group was 16.58 ± 3.296 ( p -value=0.765). The mean post-test scores were 17.32 ± 3.859 and 19.50 ± 3.162 for the control and experimental group respectively ( p -value=0.041). The control group and the experimental group had mean academic motivation scores of 56.05 ± 15.32 and 59.83 ± 10.09 respectively, before the intervention ( p -value=0.324). Post intervention, the two groups had mean academic motivation scores of 57.66 ± 11.87(control group) and 72.17 ± 12.42 (experimental group). There was a statistically significant difference in the mean scores on the academic motivation scale ( p value=0.000) between the two groups after intervention. Conclusion The jigsaw method is more effective in improving academic motivation and achievement of undergraduate dental students.

Collaborative learning is a group learning paradigm in which individuals or students work together to solve problems or complete tasks, exemplifying the essence of collective educational efforts. There are a lot of collaborative learning methods available; however, finding one that is suitable for the complex nature of mathematical problem-solving is a very difficult task. As a result, the goal of this paper is to compare and evaluate three collaborative learning methods that, while similar, serve different goals. These methods include thinking aloud pair problem-solving (TAPPS), the jigsaw method, and the fishbowl method. TAPPS emphasizes metacognition development by providing individuals with problem-solving skills and how to convey their mental processes verbally. The jigsaw method, on the other hand, encourages comprehensive knowledge through cooperative group efforts while working in small groups. Finally, the fishbowl method emphasizes collaborative and observational learning. This paper highlights the unique characteristics of each method by reviewing previous research and considering how each influences student participation, group learning, and mathematical achievement. The evaluation’s goal is to assist educators and researchers in making informed decisions about the selection and implementation of teaching methods that suit the specific needs of mathematics classrooms.

The Jigsaw method is an excellent collaborative learning strategy that actively involves students, improves their problem-solving abilities, and promotes individual accountability. This study investigated the effectiveness of the Jigsaw teaching and learning technique in enhancing medical students' knowledge of nutrition, specifically focusing on fat-soluble vitamins and B complex vitamins in medical students. A descriptive, cross-sectional, and prospective study was conducted with 176 Biochemistry students (10 males, 166 females) pursuing a Doctor of Medicine (MD) degree. Participants were conveniently sampled. The Jigsaw activity centered on \"Nutrition,\" with subtopics including Vitamin A, Vitamin K, B complex (B1, B2, B6), and Biotin and Niacin. The results showed across all four teams, mean scores for assignment, presentation, and expert-group activities were comparable, with total scores showing minimal variation. ANOVA demonstrated significant differences in Expert Group ( = 11.07, < 0.001) and Assignment scores ( = 4.24, = 0.006), while Presentation scores did not differ significantly ( = 1.08, = 0.358). Pearson correlation analysis showed strong positive associations between assignment, presentation, and total scores, indicating consistent alignment of performance components across teams. The Jigsaw method proved effective in boosting student engagement, comprehension, and collaborative skills in complex Biochemistry topics. The study suggests that well-planned active teaching methods like the Jigsaw model can positively impact student learning and help achieve specific learning outcomes in medical education. Our study was limited to one institution; future multi-center, longitudinal and controlled studies are recommended to validate and expand these findings.

Medical education acknowledges our need to teach our physicians about “social determinants of health” and “health care disparities”. However, educators often lack actionable training to address this need. We describe a faculty development activity, a health disparities journal club, using the jigsaw strategy with the intent of increasing awareness, encouraging self-directed learning, and inspiring future teaching of the subject to health professional learners. We completed six workshops at six individual hospitals, with 95 total attendees in medicine and numerous other health professions. Our evaluation asked trainees to: report the number of journal articles about health disparities they had read, excluding the assigned journal club articles, in the past 12 months, and to predict future plans for reading about health disparities. In total, 28.9% responded they had “never read” a prior article on health or healthcare disparities, while 54.2% responded “1–5 articles”. Many (60%) reported they would continue to investigate this topic. Our experience has demonstrated the utility and positive impact of a “flipped classroom” jigsaw method, showing it can be used successfully in Inter-Professional (IPE) Faculty Development to increase active exposure and discussion of the content. Additionally, this method promotes individual reflection and enhances continued collective engagement.

Jigsaw is a cooperative teaching method that is easy to implement and may engage teachers who use it. Previous studies have mainly focused on the effects of the Jigsaw method on students and rarely on teachers. The present study aimed to determine whether Jigsaw implementation influenced the discourses of physical education (PE) teachers related to their teaching practices. Six volunteer teachers used the Jigsaw method during three PE teaching sequences with various physical activities practiced, and semi-directive interviews were conducted before and after the Jigsaw implementation. Each interview was recorded and transcribed with the aim of performing textual analysis using Alceste2018®. The qualitative content analysis performed from the outputs of the automatic textual analysis led to determine the emergent themes in the interviewees’ discourses and the focuses used to address these themes, before and after the Jigsaw implementation. The themes in the discourses were found to be teacher-centered before the Jigsaw implementation (e.g., the guidelines and principles for teaching) and student-centered after the implementation (e.g., the student activity during learning). The focuses were found to vary accordingly (e.g., teachers’ intentions, before the implementation, and students’ characteristics, after the implementation). Such changes in the teachers’ discourse thus suggest that the Jigsaw method might be a useful tool for the development of teaching practices.

Considering the concept of critical teaching, teachers should seek to ensure the active participation of students, emphasisng the adoption of student-centred and group-centred teaching methods, which will provide students with relevant motivation for learning. From this perspective the current article focuses on a teaching proposal for the course of Ancient Greek Language in Greece and Cyprus, presenting the method of jigsaw-based cooperative learning as a teaching practice which promotes both active student participation and group cooperation. According to this teaching practice, the teacher actively involves the students in the learning process, promoting higher-level cognitive, metacognitive and emotional functions. Not only is this method compatible with the broader contemporary pedagogical and didactic principles, which aim to provoke students' interest, cultivate their social skills and relationships, develop their personal self-perception, and create autonomous and fulfilled personalities, but also it is harmonised with the main aims of the Ancient Greek Language Curriculum in these countries, which are fully aligned with both their education policy and their societal needs.

Introduction The evolution of healthcare systems has highlighted the need for new educational approaches to develop professional skills. Active learning strategies, such as the flipped classroom (FC) and jigsaw techniques with an emphasis on collaboration play a key role in empowering learners. This study aimed to determine the effects of FC and jigsaw methods on nursing students’ learning, retention of course content, and satisfaction. Methods A quasi-experimental, posttest design study was conducted on 111 nursing students from January 2023 to November 2024 in the three academic semesters. Three groups—flipped classroom (FC), jigsaw, and Lecture-Based-Teaching (LBT)—were assessed over a period of 10 weeks. The FC and jigsaw groups served as the experimental groups, while the LBT group was used as the control group. A census sampling method was employed for participant selection. The groups were randomly allocated to the three teaching approaches: FC ( n  = 35), jigsaw ( n  = 43), and LBT ( n  = 34). Data were collected via a demographic information form, a multiple-choice question (MCQ), and a student satisfaction questioner. The MCQ test was given to each group separately, right after the four teaching sessions and six weeks after the intervention’s end, to assess the learning and retention of course content of the students. Data was analyzed using ANOVA and the Mann‒Whitney tests. Result Compared with the other two methods, the jigsaw method resulted in significantly higher learning scores ( p  < 0.05). There was no statistically significant difference in retention of course content among the three groups ( p  > 0.05). Most students were satisfied with the FC and jigsaw. Conclusion The jigsaw method, compared to the FC and LBT methods, fostered better learning outcomes, by encouraging student interaction. This method is an effective means to encourage nursing students to assume responsibility for their learning. Therefore, the learner-centered approaches can provide viable and desirable alternatives for LBT, while considering educational needs, conditions, and available resources. So, their use is recommended for nursing educators to enhance student learning. Clinical trial number Not applicable. Trial registration Not applicable.

Background Traditional teaching (TT) is lecturer-centred, while student-centred teaching, including Jigsaw (JS), fosters student interaction. However, the results of research on the effectiveness of JS on learning outcomes is inconsistent. This randomised controlled trial compared the effect of JS and TT on higher-education students’ knowledge of the anatomy and physiology of the sensory apparatus and on their perceptions of the two teaching methods. Methods Forty-eight undergraduate social nursing students were randomised to either a TT or JS-based learning activity. One JS student dropped out before completing the activity and was excluded, resulting in 47 participants (23 TT, 24 JS). Improvement in knowledge was assessed by recording the number of correct answers ( points ) on a 25-question multiple-choice test at three time points: before the activity ( baseline ), immediately after the activity ( post-intervention ) and at a three-month follow-up. Additionally, the students’ perceptions were surveyed post-intervention using a questionnaire. Improvement in knowledge was analysed using a longitudinal model, and group differences in perceptions were analysed using Wilcoxon–Mann–Whitney tests. Results Both groups significantly improved knowledge from baseline to post-intervention (TT: 5.2 points; JS: 4.6 points; p  < 0.001 both groups) and from baseline to the three-month follow-up (TT: 3.8 points; JS: 3.3 points; p  < 0.001 for both groups). No statistically significant differences in knowledge were observed between the groups (post-intervention difference: −0.5 points, 95% CI: −2.3 to 1.2, p  = 0.54; three-month difference: −0.6 points, 95% CI: −2.4 to 1.2, p  = 0.52). Overall, 91% improved from baseline to post-intervention, and 83% from baseline to three months. A higher proportion of TT students than JS students preferred their assigned teaching activity over others (78% vs. 38%, p  = 0.002) or believed it would improve their grades (87% vs. 42%, p  = 0.004). On the other hand, a lower proportion thought that it provided useful practice in oral presentation / communication (61% vs. 88%, p  = 0.02). Conclusions This study found that both the Jigsaw method and traditional lectures effectively improve anatomy and physiology knowledge among students. Despite a student preference for traditional teaching, there were no significant differences in knowledge acquisition or retention between the two methods. Trial registration Clinical trial number not applicable.