A Modified Jigsaw Method: An Active Learning Strategy to Develop the Cognitive and Affective Domains Through Curricular Review

Background and Purpose. To prepare doctor of physical therapy students in their final semester for the curricular review and preparation necessary for autonomous practice, a modified jigsaw activity was designed to review and integrate curricular content in a case-based context through the development of both affective and cognitive domains. Model Description and Evaluation. Jigsaw learning typically involves members of one group learning a specific subject and then joining another group to teach them about that subject. The jigsaw, which was designed to stimulate higher-level cognitive function as well as affective behavior, was modified by the integration of reflection, self-assessment, computer-based testing, and case-based problem solving and debate. The modified jigsaw facilitates student-centered review of broad content through cooperative learning and peer teaching, which emphasizes individual responsibility. Case-based clinical problem solving was included to stimulate the higher-order thinking necessary for health professionals and improved student confidence in course material. Computer-based testing was integrated into the design of the jigsaw to familiarize students with the computer-based format of the National Physical Therapy Examination (NPTE) and Web-based continuing education courses. Finally, reflection about the activity allowed students to consider what worked best for them as learners and to promote a higher level of affective behavior. Outcomes. Student performance on content quizzes taken after the active learning components of the jigsaw activity was significantly higher (P < .05) than after independent study. Student comments revealed that they had integrated prior course work, benefited by learning from peers, applied their combined knowledge to complex cases, and gained perspective on their need for future review. Discussion and Conclusion. Selecting an appropriate strategy to prepare graduates for autonomous practice require activities that develop both cognitive and affective abilities. Higher performance on content quizzes after the jigsaw activity supported the usefulness of active learning strategies for comprehensive content review. Student comments indicated a higher level of affective behavior.