Using the Jigsaw Technique to Teach Clinical Controversy in a Clinical Skills Course

Area of Science:

• Medical Education
• Pharmacology
• Pedagogy

Background:

• Clinical controversy exercises are valuable for engaging students in complex healthcare topics.
• The jigsaw technique is a cooperative learning strategy that can enhance student participation and understanding.

Purpose of the Study:

• To evaluate the effectiveness of the jigsaw technique in a clinical controversy exercise.
• To assess student perception and engagement levels during the jigsaw technique.
• To compare the jigsaw technique with other cooperative learning methods.

Main Methods:

• Students engaged with readings on the oxybutynin prescription-to-nonprescription switch.
• Utilized expert and teaching groups within mandatory laboratory sessions.
• Assessed learning via individual quizzes and perception/engagement via surveys.

Main Results:

• The jigsaw technique proved effective in teaching clinical controversy concepts.
• Students reported high engagement levels in both expert and teaching group sessions.
• Learning outcomes were comparable or superior to alternative cooperative learning techniques.

Conclusions:

• The jigsaw technique successfully facilitated learning in a clinical controversy setting.
• High levels of student engagement and positive perceptions were observed.
• The method is a viable and effective cooperative learning strategy in medical education.