Peer-assisted Learning in Embryology: Enhancing Knowledge Retention through Three-dimensional Model-making and Jigsaw Teaching

Introduction: Embryology, a complex and three-dimensional (3D) field of anatomy, requires a multifaceted approach to learning. Traditional lectures often result in short-term retention, while visual aids such as videos can improve recall. However, creating models of embryological concepts and congenital anomalies facilitates a deeper understanding of the material. Building on this, the current study investigates the impact of combining two innovative methods – 3D model-making and jigsaw peer teaching – on both short-term and long-term knowledge retention in learning embryology. By engaging students actively and promoting peer-to-peer learning, this approach aims to enhance the learning experience and improve comprehension of this intricate subject. Materials and Methods: Sixty-two 1 st -year MBBS students learned systemic embryology topics and participated in a model-making competition, followed by jigsaw grouping. Short-term retention was assessed through pre- and posttests, analyzed using paired t -tests. Long-term retention was evaluated by correlating posttest scores with performance in the Common Internal Assessment Test (CIAT). Student feedback was also collected after the model-making and jigsaw activities. Results: The intervention yielded a significant 14.2-point increase in mean test scores ( P < 0.001). Posttest scores strongly correlated with scores in the CIAT ( r = 0.68) and embryology ( r = 0.62). Regression analysis confirmed a significant independent association between posttest scores and IA/embryology scores, controlling for confounding variables. Conclusion: Students found model-making and jigsaw learning to be valuable, time-consuming but effective methods for retaining long-term memory and learning embryology. Both approaches, being student-centered, fostered a dynamic learning environment, promoting teamwork, communication, leadership, and motivation, beyond just academic knowledge.