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Comparing the Effect of Jigsaw and Problem-Based Teaching Methods on Learning and Satisfaction of Operating Room
Maliheh Shirzad1, Neda Rashidi2, Amirhossein Jamali1
1Department of Operating Room, School of Allied Medical Sciences, Mazandaran University of Medical Sciences, Sari, Iran.
Summary
The Jigsaw method and problem-based learning both enhance operating room student learning and satisfaction. Jigsaw teaching method showed superior results in improving knowledge and satisfaction compared to problem-based learning.
Area of Science:
- Medical Education
- Surgical Technology Training
Background:
- Operating room students require effective teaching methods to improve learning outcomes and satisfaction.
- Traditional teaching may not fully engage students in the complex operating room environment.
Purpose of the Study:
- To compare the effectiveness of the Jigsaw method versus problem-based learning in enhancing learning outcomes and student satisfaction.
- To evaluate the impact of these active teaching strategies on Gynecological Operating Room Technology students.
Main Methods:
- A quasi-experimental design with two groups (Jigsaw and problem-based learning) involving 32 operating room students.
- Data collection included a knowledge test and a satisfaction questionnaire, analyzed using independent t-tests, paired t-tests, and ANCOVA.
Main Results:
- Both methods significantly improved learning and satisfaction (p < 0.001).
- The Jigsaw group demonstrated significantly higher post-test knowledge scores (p < 0.01) and greater satisfaction improvement compared to the problem-based learning group.
- No significant demographic differences were found between the groups.
Conclusions:
- Both Jigsaw and problem-based learning are effective active teaching methods for operating room students.
- The Jigsaw method is recommended for collaborative skill development in practical courses, while problem-based learning suits individual research-focused courses.
