Flipped Jigsaw Activity as a Small Group Peer-Assisted Teaching Learning Tool in Biochemistry Department among Indian Medical Graduate: An Experimental Study

Autor/inn/en	Uppal, Vibha; Uppal, Neha
Titel	Flipped Jigsaw Activity as a Small Group Peer-Assisted Teaching Learning Tool in Biochemistry Department among Indian Medical Graduate: An Experimental Study
Quelle	In: Biochemistry and Molecular Biology Education, 48 (2020) 4, S.337-343 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Uppal, Vibha) ORCID (Uppal, Neha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21355
Schlagwörter	Learning Activities; Cooperative Learning; Peer Teaching; Biochemistry; Medical Students; Foreign Countries; Problem Based Learning; Science Instruction; Feedback (Response); India + Suchen Sie Ihr Suchwort? Lernaktivität; Kooperatives Lernen; Peer group teaching; Peer Group Teaching; Biochemie; Ausland; Problem-based learning; Problemorientiertes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Indien
Abstract	Medical council of India has made remarkable modifications in the curriculum of medical students after a long period of more than 20 years with regulations on Graduate Medical Education 1997. Innovative and interactive teaching methods have taken center place in the implementation of the new curriculum nationwide. Small group teaching and problem-assisted learning have brought a paradigm shift in biochemistry teaching, which was earlier teacher cantered and was taught by only didactic lectures due to which biochemistry was considered a boring and dry subject. The present interventional study was conducted in the Department of Biochemistry, Vardhman Mahavir Medical College and Safdarjung Hospital, Delhi. All the students of MBBS first professional Batch 2018-2019 were enrolled in the present study. After sensitizing the faculty and students regarding jigsaw method of learning, it was undertaken in two different batches on 4 different days, with faculty and senior residents acting as facilitators. The groups were named according to rainbow colors. The topics were taught by power point presentation before the conduction of jigsaw activity that was discussed in form of seven clinical cases. Post jigsaw, a prevalidated feedback questionnaire was filled by the students. The faculty and senior residents gave a constructive feedback via focused group discussion. In our study 100% students opined that teaching and being taught by peers was beneficial in enhancing the in depth knowledge of the topic. Ninety-two percent students opined jigsaw learning helpful in promoting self-directed learning in the student, whereas 88.5% students felt that this teaching learning tool to be made a the regular part of the curriculum. Jigsaw groups create many opportunities for creative interchange of ideas and lively and meaningful participations. But due to limitation of time and logistics, it can be used in conjunction with routine methods of learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01