Introduction of active learning method in learning physiology by MBBS students.

Area of Science:

• Medical Education
• Physiology Pedagogy
• Active Learning Strategies

Background:

• Active learning is increasingly recognized for enhancing student engagement and learning outcomes.
• Traditional instruction methods are often perceived as passive and less effective in diverse learning environments.
• Research supports the use of varied teaching strategies to improve student participation.

Purpose of the Study:

• To implement the jigsaw technique, an active learning methodology, in undergraduate medical education.
• To evaluate student and faculty perceptions and responses to the introduction of the jigsaw technique.
• To assess the feasibility and acceptance of active learning methods in a North Indian medical college.

Main Methods:

• The jigsaw technique was applied to teach a selected topic in the Department of Physiology.
• A validated questionnaire using a five-point Likert scale was administered to 142 first-year MBBS students.
• Anonymous feedback was collected from 14 faculty members using a separate proforma.

Main Results:

• Over 90% of participating students welcomed the active learning method and recommended its wider use.
• 100% of faculty members supported the integration of active learning methods for more topics.
• The study demonstrated significant positive reception to the jigsaw technique from both students and faculty.

Conclusions:

• Both medical students and faculty expressed a clear preference for active teaching-learning techniques over traditional passive methods.
• The findings indicate a strong desire for a shift towards more student-centered and interactive educational approaches in medical schools.
• The jigsaw technique is a viable and well-received active learning strategy for medical education.