DOI: http://dx.doi.org/10.18203/2320-6012.ijrms20194985

Jigsaw puzzle to teach anatomy to first year MBBS students

Seema Gupta, Anshu Soni, Sonia Singh, Hitant Vohra

Abstract


Background: Anatomy provides a platform of knowledge indispensable to all the branches of medicine. Students have to learn many new concepts and tongue-twisting terminologies, making this subject difficult to comprehend. It has been seen that a range of innovative, proactive, simple, hands-on approach strategies can achieve maximum student engagement and help them learn. Aim is to take students from the traditional view of anatomy as a subject that require surface learning (rote learning, memorization) to one that can lead to deep learning through understanding. Keeping all this in mind a study was planned to develop an innovative method of teaching anatomy to 1st year MBBS students.

Methods: The diagrams of sagittal and horizontal sections of the brain were selected, marked and cut into jigsaw pieces. Students were given an incomplete jigsaw puzzle and a set of questions. The answer to these questions helped them complete the puzzle. Perception of students who consented to participate in the study was noted.

Results: Out of 98 students who participated in the study 61.2% wanted to participate in similar activities in future in anatomy and 57.1% felt that it helped them in understanding the topic. For 52.1% it was a useful self-learning tool and for another 48.9% students solving the puzzle was a challenging experience.

Conclusions: Jigsaw puzzle is an efficient way for students to become engaged in their learning. It maximizes interaction and establishes an atmosphere of co-operation and respect for other students and improves learning.


Keywords


Anatomy, Innovative method, Jigsaw puzzle, Medical education, Medical student

Full Text:

PDF

References


Spencer JA, Jordan RK. Learner centred approaches in medical education. Briti Medi J. 1999;318(7193):1280-3.

Ludmerer KM. Learner-centred medical education. New Engl J Medi. 2004;351(12):1163-4.

King A. From sage on the stage to guide on the side. Coll teach. 1993;41(1):30-5.

Saulnier BM. From "sage on the stage" to "guide on the side" revisited: (un)covering the content in the learner-centred information systems course. Info Syst Ed J. 2009;7:3-10.

Dornan T, Hadfield J, Brown M, Boshuizen H, Scherpbier A. How can medical students learn in a self-directed way in a clinical environment? Design based research. Medi Educat. 2005;39(4):356-64.

Bailey CM, Hsu CT, DiCarlo SE. Educational puzzles for understanding gastrointestinal physiology. Adv Physiol Educ. 1999 276(6):1-18.

Odenweller CM, Hsu CT, DiCarlo SE. Educational card games for understanding gastrointestinal physiology. Adv Physiol Educ. 1998;20:78-84.

Richardson JT, Vecchi T. A jigsaw-puzzle imagery task for assessing active visuospatial processes in old and young people. Behav Res Methods Instrum Comput. 2002;34:69-82.

Rodenbaugh HR, Lujan HL, Rodenbaugh DW, DiCarlo SE. Having fun and accepting challenges are natural instincts: jigsaw puzzles to challenge students and test their abilities while having fun! Adv. Physiol Educ. 2014;38:185-6.

Vallerand RJ, Bissonnette R. Instrinsic, extrinsic, and amotivational styles as predictors of behavior: a prospective study. J Pers. 1992;60:599-620.

Vallerand RJ, Pelletier LG, Blais MR, Brière NM, Senecal CB, Vallieres EF. The academic motivation scale: a measure of intrinsic, extrinsic, and amotivation in education. Educ Psychol Measur. 1992;52:1003-17.

Likert R. A Technique for the Measurement of Attitudes. Archi of Psychol.1932;140:1-55.

Cardozo LT, Miranda AS, Moura MJ, Marcondes FK. Effect of a puzzle on the process of students’ learning about cardiac physiology. Adv Physiol Educ. 2016;40:425-31.

Marcondes FK, Moura MJCS, Sanches A, Costa R, de Lima PO, Groppo FC, et al. A puzzle used to teach the cardiac cycle. Adv Physiol Educ. 2015;39:27-3.

Nicholson LL, Reed D,Chan C.An interactive, multi-modal Anatomy workshop improves academic performance in the health sciences: a cohort study.BMC Med Edu. 2016;16:7.

Sawant SP, Rizvi S. Teaching anatomy to undergraduate students. Int J Anat Res. 2015; 3(3):1212-15.

Diaz CM, Woolley T. Engaging Multidisciplinary First Year Students to Learn Anatomy Via Stimulating Teaching and Active, Experiential Learning Approaches. Med Sci Edu. 2015;25(4):367-76.