Comparing the Effect of Jigsaw and Problem-Based Teaching Methods on Learning and Satisfaction of Operating Room Students in the Gynecological Operating Room Technology Course

Background and Objective The study tested two active teaching methods Jigsaw and problem-based learning which were used to evaluate their impact on learning outcomes and student satisfaction of operating room students who attended the Gynecological Operating Room Technology course. Materials and Methods The study was a two-group quasi-experimental design conducted during the second semester of 2023–2024. A total of 32 sixth-semester operating room students participated through census sampling. Students were assigned to two groups of 16: the intervention group received instruction using the Jigsaw method, and the control group used the problem-based learning method. Both groups attended 8 identical educational sessions. Data were collected using a 20-item multiple-choice knowledge test and a researcher-developed 16-item satisfaction questionnaire with established validity and reliability. Statistical analyses were performed using SPSS version 24, including independent t-tests, paired t-tests, and analysis of covariance (ANCOVA). Results Both teaching methods significantly improved learning and satisfaction (p < 0.001). The Jigsaw group achieved higher post-test knowledge scores (Mean ± SD = 16.59 ± 2.36) compared with the problem-based group (15.14 ± 2.23; p < 0.01, ANCOVA), indicating a stronger effect of the Jigsaw method. Satisfaction scores increased from 18.31 ± 3.42 to 35.14 ± 4.12 in the Jigsaw group and from 20.62 ± 3.75 to 30.07 ± 4.85 in the problem-based group. No significant differences were observed between groups regarding demographic characteristics (p > 0.05). Conclusion Both Jigsaw and problem-based methods are effective for improving learning and satisfaction in operating room students. The Jigsaw method demonstrates superior performance in team-based practical courses and is recommended for teaching collaborative skills, whereas the problem-based method is suitable for courses requiring individual research and problem-solving.