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Traditional lecture versus jigsaw learning method for teaching Medication Therapy Management (MTM) core elements.

Jennifer A Wilson1, Angela H Pegram1, Dawn M Battise1

  • 1Wingate University School of Pharmacy, 515 North Main Street, Wingate, NC 28174, United States.

Currents in Pharmacy Teaching & Learning
|December 14, 2017
PubMed
Summary

Traditional didactic lecture was more effective for teaching medication therapy management (MTM) core elements than the jigsaw method, despite students preferring the latter. This suggests lecture may be better for foundational knowledge in pharmacy education.

Keywords:
Active learningCooperative learningJigsaw methodMedication therapy management

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Area of Science:

  • Pharmacy Education
  • Medical Education
  • Pedagogy

Background:

  • Medication Therapy Management (MTM) is a critical component of pharmacy curricula.
  • Effective teaching strategies are essential for imparting foundational knowledge in MTM.
  • Comparing traditional and innovative pedagogical approaches is vital for optimizing learning outcomes.

Purpose of the Study:

  • To compare the effectiveness of traditional didactic lecture versus the jigsaw learning method for teaching MTM core elements.
  • To assess student learning gains and perceptions of each teaching method in a first-year pharmacy course.

Main Methods:

  • A quasi-experimental design comparing two cohorts: one receiving traditional lecture, the other the jigsaw method.
  • Administered identical pre- and post-tests to measure knowledge acquisition.
  • Compared in-class project grades, final exam performance, and student perception surveys.

Main Results:

  • Students in the traditional lecture group showed significantly greater improvement in post-test scores (p = 0.001).
  • No significant differences were found in project or exam performance between the groups.
  • Students favored the jigsaw method, reporting enhanced problem-solving and cooperative learning skills (p < 0.05).

Conclusions:

  • Traditional didactic lecture proved more effective for knowledge acquisition of MTM core elements.
  • The jigsaw method, while less effective for foundational knowledge, was preferred by students and enhanced perceived soft skills.
  • Didactic lecture may be superior for teaching foundational content in pharmacy education.