ArticleBMC medical education2025
The effects of flipped classroom and jigsaw teaching strategies on learning, retention of course content, and satisfaction among nursing students: a quasi-experimental study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- The effects of flipped classroom versus lecture-based learning on academic performance and perceptions of classroom environment among nursing students: a randomized controlled trial.BMC medical education · 2026Trial
- Preliminary Assessment of the Effect of a Flipped Classroom Combined with Mind Mapping on Learning Outcomes in Ultrasound Use in Animal Husbandry Education: A Comparison with Traditional Lecture-Based Learning Among Third-Year BS Students in China.Animals : an open access journal from MDPI · 2026Article
- Comparing the Effect of Jigsaw and Problem-Based Teaching Methods on Learning and Satisfaction of Operating Room Students in the Gynecological Operating Room Technology Course.Journal of medical education and curricular developmentArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionThe evolution of healthcare systems has highlighted the need for new educational approaches to develop professional skills. Active learning strategies, such as the flipped classroom (FC) and jigsaw techniques with an emphasis on collaboration play a key role in empowering learners. This study aimed to determine the effects of FC and jigsaw methods on nursing students' learning, retention of course content, and satisfaction.
methodsA quasi-experimental, posttest design study was conducted on 111 nursing students from January 2023 to November 2024 in the three academic semesters. Three groups-flipped classroom (FC), jigsaw, and Lecture-Based-Teaching (LBT)-were assessed over a period of 10 weeks. The FC and jigsaw groups served as the experimental groups, while the LBT group was used as the control group. A census sampling method was employed for participant selection. The groups were randomly allocated to the three teaching approaches: FC (n = 35), jigsaw (n = 43), and LBT (n = 34). Data were collected via a demographic information form, a multiple-choice question (MCQ), and a student satisfaction questioner. The MCQ test was given to each group separately, right after the four teaching sessions and six weeks after the intervention's end, to assess the learning and retention of course content of the students. Data was analyzed using ANOVA and the Mann‒Whitney tests.
resultCompared with the other two methods, the jigsaw method resulted in significantly higher learning scores (p < 0.05). There was no statistically significant difference in retention of course content among the three groups (p > 0.05). Most students were satisfied with the FC and jigsaw.
conclusionThe jigsaw method, compared to the FC and LBT methods, fostered better learning outcomes, by encouraging student interaction. This method is an effective means to encourage nursing students to assume responsibility for their learning. Therefore, the learner-centered approaches can provide viable and desirable alternatives for LBT, while considering educational needs, conditions, and available resources. So, their use is recommended for nursing educators to enhance student learning. CLINICAL TRIAL NUMBER: Not applicable.
trial registrationNot applicable.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.