Enhancing learning outcomes through Jigsaw-based cooperative learning: Perceptions and effectiveness among Anaesthesia postgraduate students

After obtaining institutional ethical committee clearance and informed consent from the post graduate students, The jigsaw technique will be  randomly introduced into one of the two batches which consisted of 45 students (study group), and not introduced into the other  batch (control group). A control group will receive traditional didactic lectures on the same topics.  Results will be compared between the study group and the control group. The jigsaw technique uses a step wise method to achieve the objectives of learning. 45 Anaesthesia postgraduate students will be involved in a jigsaw session to learn various Anaesthesiology topics. The students were divided into groups of five and a total of 9 such groups will be made. The study topic will also be divided into five segments and each student will be assigned one segment. The students will then be asked to study their part for 15 min independently. Then, a small new group called as Expert group will be formed which includes all the students of the jigsaw technique who studied the same topic. The expert group allows all students to clarify their doubts in understanding that topic and to discuss the key points.Then students re-join their jigsaw group and take turns to present their topics. While the jigsaw sessions will be going on, the facilitator moderates them. At the end, the facilitator discusses the topic as a whole with all the participants to clarify the concepts. These jigsaw sessions will conducted once every week.