Evidence map›Paper›PMID 41737376›Full record

ArticleFrontiers in medicine2026

Enhancing medical students comprehension through active learning: implementing the jigsaw method to improve engagement.

Gulam Begum, B K M Goud, Vijaya Marakala, Nasir A Hamad, Smitha Elizabeth, Farida H Khan, Anshoo Agarwal, Osama Khattak, Muhammad Amber Fareed, Khalid F Alshammari and 2 more

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Article in Frontiers in medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
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1 · What the graph read from it

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

12 authors.

Gulam BegumDepartment of Biochemistry, College of Medicine and Health Sciences, National University of Science and Technology, Sohar, Oman.
B K M GoudDepartment of Biochemistry, RAKCOMS, RAK Medical and Health Sciences University, Ras Al Khaimah, United Arab Emirates.
Vijaya MarakalaDepartment of Biochemistry, College of Medicine and Health Sciences, National University of Science and Technology, Sohar, Oman.
Nasir A HamadDepartment of Biochemistry, College of Medicine and Health Sciences, National University of Science and Technology, Sohar, Oman.
Smitha ElizabethDepartment of Anatomy and Neurobiology, College of Medicine and Health Sciences, National University of Science and Technology, Sohar, Oman.
Farida H KhanDepartment of Family and Community Medicine, College of Medicine, University of Hail, Hail, Saudi Arabia.
Anshoo AgarwalDepartment of Pathology, Faulty of Medicine, Northen Border University, Arar, Saudi Arabia.
Osama KhattakDepartment of Restorative Dentistry, College of Dentistry, Jouf University, Sakaka, Saudi Arabia.
Muhammad Amber FareedDepartment of Clinical Sciences, College of Dentistry, Ajman University, Ajman, United Arab Emirates.
Khalid F AlshammariDepartment of Medicine, College of Medicine, University of Hail, Hail, Saudi Arabia.
Vijay Bhavrao DesaiDepartment of Clinical Sciences, College of Dentistry, Ajman University, Ajman, United Arab Emirates.
Farooq A ChaudharySchool of Dentistry, Shaheed Zulfiqar Ali Bhutto Medical University (SZABMU), Islamabad, Pakistan.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Objective: The Jigsaw method is an excellent collaborative learning strategy that actively involves students, improves their problem-solving abilities, and promotes individual accountability. This study investigated the effectiveness of the Jigsaw teaching and learning technique in enhancing medical students' knowledge of nutrition, specifically focusing on fat-soluble vitamins and B complex vitamins in medical students. Methods: A descriptive, cross-sectional, and prospective study was conducted with 176 Biochemistry students (10 males, 166 females) pursuing a Doctor of Medicine (MD) degree. Participants were conveniently sampled. The Jigsaw activity centered on "Nutrition," with subtopics including Vitamin A, Vitamin K, B complex (B1, B2, B6), and Biotin and Niacin. Results: The results showed across all four teams, mean scores for assignment, presentation, and expert-group activities were comparable, with total scores showing minimal variation. ANOVA demonstrated significant differences in Expert Group ( Conclusion: The Jigsaw method proved effective in boosting student engagement, comprehension, and collaborative skills in complex Biochemistry topics. The study suggests that well-planned active teaching methods like the Jigsaw model can positively impact student learning and help achieve specific learning outcomes in medical education. Our study was limited to one institution; future multi-center, longitudinal and controlled studies are recommended to validate and expand these findings.

Indexed as

biochemistrycooperative learningjigsaw methodmedical educationvitamins

Identifiers

PMID41737376
PMCPMC12926350

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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.