Abstract
Objective: To assess peer interaction and students’ perception using Jigsaw learning activity.
Study Design: A cross-sectional observational study
Place and Duration: At College of Medicine and Health Sciences, National University Oman on 26th February 2019.
Methodology: A total of 38 final year medical students participated in the study using jigsaw activity in diabetic foot workshop; the
diabetic foot examination, management of diabetic foot, factors predisposing foot ulcer and counseling foot care in diabetic
population.
Results: Out of 38 participants (18.4%) were male and (81.6%) were female, 89.1% agreed that jigsaw activity develop a critical
attitude, interpersonal skills and (91.8%) work in an interdisciplinary team skills. Similarly, most of the participants believed that after
activity students have been found jigsaw technique helpful (86.4%) and think that topic and think that it should be kept in this course
in future (86.4%).
Conclusion: The Jigsaw approach focuses on learning in groups with fellow learner co-operation and all participants involve actively
adding on to the group dynamics
Firdous Jahan, Muhammad A Siddiqui, Maryann Radiance Aguiar. (2019) Innovation in clinical teaching: diabetic foot care management using jigsaw teaching strategy in family medicine, Isra Medical Journal, Volume 11, Issue 3.
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