Effectiveness of the Jigsaw method and conventional small group teaching on learning outcomes in epidemiology among phase II MBBS students

Background: Medical education in India currently demands changes in teaching learning methods with a shift from teacher-centered methods to student-centered active learning methods. Existing evidence shows that Jigsaw technique is one such active learning strategy involving the active participation of students in the learning process. It is shown to enhance communication skills and critical thinking ability among students, which are key to clinical practice. Aims and Objectives: The aim of the study was to compare the effectiveness of Jigsaw learning and conventional small group teaching (SGT) in improving knowledge scores among Phase II MBBS students and to assess students’ perceptions regarding both methods. Materials and Methods: A parallel-group educational interventional study was conducted among 100 Phase II MBBS students in a private medical college in Chennai during November–December 2025. Students were randomized into Jigsaw and conventional SGT groups, with 50 in each group. Pre-test and post-test scores were compared using a paired t-test and an independent t-test. Effect size and 95% confidence intervals (CIs) were calculated. Students’ perceptions were assessed using a validated 5-point Likert questionnaire. Results: Baseline pre-test scores were comparable between the groups (P=0.62). Both groups showed significant improvement in post-test scores (P<0.001). However, the mean improvement was significantly higher in the Jigsaw group (6.5±1.2) compared to conventional SGT (4.2±1.1), with a mean difference of 2.3 (95% CI: 1.64–2.96; P<0.001). Students reported better engagement, participation, peer interaction, and satisfaction with Jigsaw learning. Conclusion: The present study demonstrated that Jigsaw learning was associated with significantly greater improvement in knowledge scores and favorable student perceptions compared to conventional SGT. The findings support the incorporation of collaborative active learning methods into undergraduate medical education.