Work

The Jigsaw Technique in Learning Anatomy: A Qualitative Study of Medical Students’ Perceptions

Year: 2025

Type: article

Abstract: Contemporary medical education is shifting from traditional, teacher-centred anatomy instruction toward interactive, student-centred, and clinically integrated approaches. The Jigsaw Method aligns with this shift by fostering collective competence, which is vital for effective clinical practice. This study aimed to introduce the jigsaw model to medical students and explore its perceived effectiveness in teaching anatomy. A phenomenological qualitative design was employed to explore the experiences of second-year medical students (n = 120) at the Faculty of Health-Care Sciences, Eastern University, Sri Lanka. Open-ended questions were used to elicit students’ reflections on the effectiveness of jigsaw learning. Thematic analysis was conducted using NVivo software (ver.14). Students reported generally favourable perceptions of the jigsaw method. Four major themes emerged: two described the positive impact of the approach—enhanced understanding through peer learning and improved interpersonal and communication skills; the remaining themes addressed challenges in implementation and suggestions for refinement. Participants appreciated the structured collaboration and positive interdependence fostered by the method. Moreover, students viewed the jigsaw technique as well-aligned with student-centred learning principles. The jigsaw method was perceived as an effective cooperative learning strategy that enhanced engagement, promoted active participation, and fostered teamwork in anatomy education. These findings support the integration of structured peer-based approaches into medical curricula to enrich students’ learning experiences.

Source: International Medical Education

DOI: 10.3390/ime4040047

Authors: Punithalingam Youhasan, Hayathu Mohamed Fathima Jameelathun Nazeefa

Institution: Eastern University, Sri Lanka

Language: English

Topic: Anatomy and Medical Technology

Subfield: Biomedical Engineering

Field: Engineering

Domain: Physical Sciences

SDGs: Quality education, Good health and well-being

Open Access status: gold

Estimated APC paid: $1,207