Potential of active learning in dentistry: A comparative study of Jigsaw versus inquired‐based learning

Abstract

AbstractObjectiveTo compare the efficacy of Jigsaw and Inquiry‐Based Learning (IBL) methods in promoting effective learning outcomes within diverse dental educational settings.MethodsA total of 188 dental undergraduate students were recruited for the study and divided into Batch A (n = 96) and Batch B (n = 92). Each batch underwent two teaching sessions, one using the Jigsaw method and the other using IBL. A structured questionnaire using five‐point Likert scales assessed students' preferences between the two methods. Pre‐ and post‐intervention tests were conducted to measure knowledge acquisition. Statistical analysis was performed using Student's t‐test with STATA version 17, with a p‐value of < 0.05 considered significant.ResultsBoth Jigsaw and IBL methods significantly improved students' knowledge, with mean scores showing a significant difference before and after interventions (p < 0.001). IBL was more effective in comprehensive topic coverage (99.46%) and enhancing subject understanding. Both methods yielded comparable outcomes in terms of improving communication skills. The Jigsaw method was simpler and more enjoyable, encouraging active participation and enhancing communication skills. IBL promoted critical thinking, research skills, and deeper comprehension of concepts.ConclusionJigsaw and IBL methods are both effective in enhancing dental education. The choice between these methods depends on the specific learning objectives, the complexity of the topic, and the preferences of the dental educator and students.