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Using the jigsaw cooperative learning method to teach medical students about long-term and postacute care.

Publication ,  Journal Article
Buhr, GT; Heflin, MT; White, HK; Pinheiro, SO
Published in: J Am Med Dir Assoc
June 2014

Since many of the frailest and most vulnerable Americans reside in nursing homes, medical students need focused education and training pertaining to this setting. A unique cooperative learning experience utilizing the jigsaw method was developed to engage and expose students to the institutional long-term and postacute care (LTPAC) setting and the roles of personnel there. To accomplish these goals, small groups of medical students interviewed LTPAC personnel about their role, generally, and in relation to a specific patient case. These groups were then rearranged into new groups containing 1 student from each of the original groups plus a faculty facilitator. Each student in the new groups taught about the role of the LTPAC professional they interviewed. To assess the effectiveness of this learning experience, students and LTPAC personnel provided written feedback and rated the activity using a 5-point Likert scale (1 = worst; 5 = best). Students also took a knowledge test. The activity received ratings from students of 3.65 to 4.12 (mean = 3.91). The knowledge test results indicated that students understood the roles of the LTPAC personnel. In general, the jigsaw exercise was well-received by participants and provided an effective means of introducing medical students to the nursing home environment.

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Published In

J Am Med Dir Assoc

DOI

EISSN

1538-9375

Publication Date

June 2014

Volume

15

Issue

6

Start / End Page

429 / 434

Location

United States

Related Subject Headings

  • Teaching
  • Subacute Care
  • Students, Medical
  • North Carolina
  • Models, Educational
  • Long-Term Care
  • Humans
  • Geriatrics
  • Educational Measurement
  • Education, Medical, Undergraduate
 

Citation

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ICMJE
MLA
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Buhr, G. T., Heflin, M. T., White, H. K., & Pinheiro, S. O. (2014). Using the jigsaw cooperative learning method to teach medical students about long-term and postacute care. J Am Med Dir Assoc, 15(6), 429–434. https://doi.org/10.1016/j.jamda.2014.01.015
Buhr, Gwendolen T., Mitchell T. Heflin, Heidi K. White, and Sandro O. Pinheiro. “Using the jigsaw cooperative learning method to teach medical students about long-term and postacute care.J Am Med Dir Assoc 15, no. 6 (June 2014): 429–34. https://doi.org/10.1016/j.jamda.2014.01.015.
Buhr GT, Heflin MT, White HK, Pinheiro SO. Using the jigsaw cooperative learning method to teach medical students about long-term and postacute care. J Am Med Dir Assoc. 2014 Jun;15(6):429–34.
Buhr, Gwendolen T., et al. “Using the jigsaw cooperative learning method to teach medical students about long-term and postacute care.J Am Med Dir Assoc, vol. 15, no. 6, June 2014, pp. 429–34. Pubmed, doi:10.1016/j.jamda.2014.01.015.
Buhr GT, Heflin MT, White HK, Pinheiro SO. Using the jigsaw cooperative learning method to teach medical students about long-term and postacute care. J Am Med Dir Assoc. 2014 Jun;15(6):429–434.
Journal cover image

Published In

J Am Med Dir Assoc

DOI

EISSN

1538-9375

Publication Date

June 2014

Volume

15

Issue

6

Start / End Page

429 / 434

Location

United States

Related Subject Headings

  • Teaching
  • Subacute Care
  • Students, Medical
  • North Carolina
  • Models, Educational
  • Long-Term Care
  • Humans
  • Geriatrics
  • Educational Measurement
  • Education, Medical, Undergraduate