Jigsaw Method Is Used to Promote a First Year-student's Understanding of Integrated Subjects at Kobe Pharmaceutical University

• Published in: YAKUGAKU ZASSHI Vol. 136; no. 3; pp. 381 - 388
• Main Authors: Koyama, Junko, Kodama, Noriko
• Format: Journal Article
• Language: Japanese
• Published: Japan The Pharmaceutical Society of Japan 01.03.2016
• Subjects: Biological Science Disciplines; Education, Pharmacy - methods; first-year student; Humans; integrated subject; Japan; Jigsaw method; Learning; life science; Motivation; Problem Solving; Problem-Based Learning - methods; Programmed Instruction as Topic; Schools, Pharmacy; Self Efficacy; Students, Pharmacy - psychology; Teaching
• ISSN: 0031-6903; 1347-5231
• DOI: 10.1248/yakushi.15-00231-3

In the School of Pharmacy, collaborative learning that includes both problem-based learning (PBL) and team-based learning (TBL) methods, has been introduced as an active learning method into the education of first-year pharmacy students. These methods are an educational approach to teaching and learning that involve groups of students working collaboratively to resolve a problem, complete a task, or develop a product. However, these methods might not aid students who focus more on the results than on the problem-solving process. In addition, the self-efficacy and learning motivation of students who dislike these learning methods might decrease. The Jigsaw Method respects the individuality of students and is a collaborative learning approach that decreases conflict among students with varied learning styles. Upon applying this method in the first-year course at Kobe Pharmaceutical University, it was observed that most students who attended the life science class increased their self-efficacy, and their passive learning attitudes transformed into active ones. The introduction of the Jigsaw Method to the education of first-year students can help them acquire an effective technique for learning integrated subjects.