Enhancing medical students comprehension through active learning: implementing the jigsaw method to improve engagement

Objective: The Jigsaw method is an excellent collaborative learning strategy that actively involves students, improves their problem-solving abilities, and promotes individual accountability. This study investigated the effectiveness of the Jigsaw teaching and learning technique in enhancing medical students’ knowledge of nutrition, specifically focusing on fat-soluble vitamins and B complex vitamins in medical students. Methods: A descriptive, cross-sectional, and prospective study was conducted with 176 Biochemistry students (10 males, 166 females) pursuing a Doctor of Medicine (MD) degree. Participants were conveniently sampled. The Jigsaw activity centered on “Nutrition,” with subtopics including Vitamin A, Vitamin K, B complex (B1, B2, B6), and Biotin and Niacin. Results: The results showed across all four teams, mean scores for assignment, presentation, and expert-group activities were comparable, with total scores showing minimal variation. ANOVA demonstrated significant differences in Expert Group (F = 11.07, p < 0.001) and Assignment scores (F = 4.24, p = 0.006), while Presentation scores did not differ significantly (F = 1.08, p = 0.358). Pearson correlation analysis showed strong positive associations between assignment, presentation, and total scores, indicating consistent alignment of performance components across teams. Conclusion: The Jigsaw method proved effective in boosting student engagement, comprehension, and collaborative skills in complex Biochemistry topics. The study suggests that well-planned active teaching methods like the Jigsaw model can positively impact student learning and help achieve specific learning outcomes in medical education. Our study was limited to one institution; future multi-center, longitudinal and controlled studies are recommended to validate and expand these findings.