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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Cognitive Learning01:21

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Enhancing medical students comprehension through active learning: implementing the jigsaw method to improve

Gulam Begum1, B K M Goud2, Vijaya Marakala1

  • 1Department of Biochemistry, College of Medicine and Health Sciences, National University of Science and Technology, Sohar, Oman.

Frontiers in Medicine
|February 25, 2026
PubMed
Summary

The Jigsaw method effectively improved medical students' understanding of nutrition, including vitamins. This collaborative learning strategy enhanced engagement and comprehension in complex biochemistry topics.

Keywords:
biochemistrycooperative learningjigsaw methodmedical educationvitamins

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Area of Science:

  • Medical Education
  • Biochemistry
  • Nutritional Science

Background:

  • The Jigsaw method is a collaborative learning strategy promoting active student involvement, problem-solving, and accountability.
  • Medical education requires effective strategies to impart complex scientific knowledge, such as nutritional biochemistry.

Purpose of the Study:

  • To investigate the Jigsaw method's effectiveness in enhancing medical students' knowledge of nutrition.
  • Specifically focused on fat-soluble vitamins and B complex vitamins.

Main Methods:

  • A descriptive, cross-sectional, prospective study involving 176 medical Biochemistry students.
  • The Jigsaw activity covered nutrition topics: Vitamin A, Vitamin K, B complex vitamins (B1, B2, B6), Biotin, and Niacin.

Main Results:

  • ANOVA revealed significant differences in Expert Group (p < 0.001) and Assignment scores (p = 0.006).
  • Presentation scores showed no significant differences (p = 0.358).
  • Pearson correlation indicated strong positive associations between assignment, presentation, and total scores.

Conclusions:

  • The Jigsaw method effectively enhanced student engagement, comprehension, and collaborative skills in Biochemistry.
  • Active teaching methods like Jigsaw positively impact learning outcomes in medical education.
  • Further multi-center, longitudinal, and controlled studies are recommended.