Optimizing Small Group Learning: A Comparative Study of Jigsaw Technique and Case-Based Learning Methods in Medical Education

Introduction: Active learning techniques like Case-Based Learning (CBL) and Jigsaw Learning are effective small group learning methods. They promote higher-order cognitive skills and improved collaboration. Both are effective compared to didactic lectures. The study aims to evaluate a comprehensive comparison of these techniques regarding their impact on knowledge retention, the development of clinical reasoning, and overall student satisfaction. Material & Methods: Sixty postgraduate medical students from the Department of Pathology at King George's Medical University were randomly assigned to CBL or Jigsaw Learning. Learning outcomes were measured through pre-test and post-test scores, and student perceptions were assessed using a 5-point Likert scale. Results: CBL demonstrated significant improvement in scores, with a mean pre-test of 7.7 ± 2.33 and a post-test of 11.3 ± 1.84 (p=0.000). Jigsaw Learning also showed substantial improvement, with pre-test scores of 8.53 ± 3.03 and post-test scores of 12.90 ± 2.52 (p=0.000). Jigsaw Learning slightly outperformed CBL in student performance (p=0.002). Regarding perceptions, 95.5% of students strongly agreed that Jigsaw Learning was enjoyable, with a mean score of 4.95. Other aspects, such as ease of understanding, had a mean score of around 4.77, while only 63.6% felt it was beneficial for memory retention. Conclusion: Jigsaw Learning was more effective than CBL in post-test performance, highlighting its effectiveness in fostering deeper understanding through collaboration. However, both methods faced challenges regarding time consumption and memory retention, suggesting a need for refinement and better integration in medical curricula.