PAL-Jigsaw: a hybrid cooperative learning model in medical education

Background & Objective: The rapid advances in medicine have led to changes in medical education, with a shift from teacher-centered to student-centered learning.This study combined Peer-Assisted Learning (PAL)-known for its comfortable learning environment-with the jigsaw method, which fosters cooperative learning.The aim of this study was to implement the PAL-jigsaw method and assess its effectiveness based on students' perceptions. Materials & Methods:This study employed a mixed-methods explanatory sequential design.The sample consisted of second-year undergraduate students who completed the infectious disease module.The learning session was conducted using the PAL-jigsaw method.Students' perceptions were evaluated quantitatively and qualitatively.Quantitative data were collected using a 5-point agreement Likert scale questionnaire.The level of agreement was presented descriptively, and the difference between groups was subsequently analyzed using the Kruskal-Wallis test.Qualitative data collection was conducted through Focus Group Discussions (FGD) and was analyzed thematically.Results: This study involved 18 groups consisting of 178 medical students.The majority of students agreed with 19 of 21 questionnaire items, particularly regarding the learning environment.Most students agreed that PAL-jigsaw created a comfortable atmosphere for asking questions (n = 88, 49.4%), that the session was exciting (n = 75, 42.1%) and fun (n = 60, 33.7%), and allowed tutees to learn while teaching their peers (n = 87, 48.9%).There was no difference between groups (p > 0.05).In the qualitative findings, thematic analysis of the FGD data from tutees and tutors yielded two major themes: 1) Positive aspects and advantages of the PAL-jigsaw method, and 2) Challenges and limitations of the PAL-jigsaw method.Conclusion: Most students had positive perceptions of the PAL-jigsaw method, such as learning with friends, a comfortable learning atmosphere, and the communication and language used during the sessions.Overall, students and tutors agreed that the PAL-jigsaw method has great potential and could be re-implemented in the following year with improvements on certain aspects, such as timing, tutor preparation, and assessment structure.