Using the Jigsaw Method to Teach Abdominal Anatomy.

Area of Science:

• Medical Education
• Anatomy Education

Background:

• Traditional anatomy teaching methods may not fully engage all health science students.
• Cooperative learning strategies, like the jigsaw method, offer alternative pedagogical approaches.

Purpose of the Study:

• To evaluate the effectiveness of a jigsaw cooperative learning approach for teaching abdominal anatomy.
• To assess the impact of this method on student knowledge, motivation, and course performance.

Main Methods:

• Fifty-three health science students participated in abdominal anatomy workshops using the jigsaw method.
• Students became experts in specific sub-topics (CT scans, angiograms) and taught peers in redistributed groups.
• Knowledge was assessed via pre- and post-workshop quizzes.

Main Results:

• Significant short-term improvements in anatomy knowledge were observed, as indicated by quiz scores.
• Long-term knowledge retention, compared to non-participants, was not conclusively demonstrated.
• Students reported high satisfaction with the educational value and enjoyment of the jigsaw workshop.

Conclusions:

• The jigsaw method effectively enhances short-term anatomy knowledge and student engagement in health science education.
• Cooperative learning and peer instruction show promise for improving student performance and motivation.
• Further research is needed to confirm long-term knowledge retention benefits.