Journal of Medical Education Development

en PAL-Jigsaw: a hybrid cooperative learning model in medical education آموزش پزشکی Medical Education پژوهشي اصیل Orginal Research Background & Objective: The rapid advances in medicine have led to changes in medical education, with a shift from teacher-centered to student-centered learning. This study combined Peer-Assisted Learning (PAL)—known for its comfortable learning environment—with the jigsaw method, which fosters cooperative learning. The aim of this study was to implement the PAL-jigsaw method and assess its effectiveness based on students’ perceptions. Materials & Methods: This study employed a mixed-methods explanatory sequential design. The sample consisted of second-year undergraduate students who completed the infectious disease module. The learning session was conducted using the PAL-jigsaw method. Students' perceptions were evaluated quantitatively and qualitatively. Quantitative data were collected using a 5-point agreement Likert scale questionnaire. The level of agreement was presented descriptively, and the difference between groups was subsequently analyzed using the Kruskal-Wallis test. Qualitative data collection was conducted through Focus Group Discussions (FGD) and was analyzed thematically. Results: This study involved 18 groups consisting of 178 medical students. The majority of students agreed with 19 of 21 questionnaire items, particularly regarding the learning environment. Most students agreed that PAL-jigsaw created a comfortable atmosphere for asking questions (n = 88, 49.4%), that the session was exciting (n = 75, 42.1%) and fun (n = 60, 33.7%), and allowed tutees to learn while teaching their peers (n = 87, 48.9%). There was no difference between groups (p > 0.05). In the qualitative findings, thematic analysis of the FGD data from tutees and tutors yielded two major themes: 1) Positive aspects and advantages of the PAL-jigsaw method, and 2) Challenges and limitations of the PAL-jigsaw method. Conclusion: Most students had positive perceptions of the PAL-jigsaw method, such as learning with friends, a comfortable learning atmosphere, and the communication and language used during the sessions. Overall, students and tutors agreed that the PAL-jigsaw method has great potential and could be re-implemented in the following year with improvements on certain aspects, such as timing, tutor preparation, and assessment structure.   Jigsaw, peer-assisted learning, student-centered learning, collaborative learning, active learning strategies 44 55 http://edujournal.zums.ac.ir/browse.php?a_code=A-12-3247-1&slc_lang=en&sid=1 Amanda Tifanny Nur Fauziyah amandatifanny2003@gmail.com 5300319475328460036603 0009-0000-4688-548X Yes School of Medicine and Health Sciences, Atma Jaya Catholic University of Indonesia, Jakarta, Indonesia V Dwi Jani Juliawati V Dwi Jani Juliawati 5300319475328460036604 5300319475328460036604 No Medical Education Unit, School of Medicine and Health Sciences, Atma Jaya Catholic University of Indonesia, Jakarta, Indonesia Christopher David Kurniawan Christopher David Kurniawan 5300319475328460036605 0009-0004-4004-665X No Medical Education Unit, School of Medicine and Health Sciences, Atma Jaya Catholic University of Indonesia, Jakarta, Indonesia Bayu Perkasa Rosari Darmadi Darmadi 5300319475328460036606 0009-0000-0381-1480 No Department of Anatomical Pathology, School of Medicine and Health Sciences, Atma Jaya Catholic University of Indonesia, Jakarta, Indonesia Darmadi Darmadi Sem Samuel Surja 5300319475328460036607 5300319475328460036607 No Department of Internal Medicine, Faculty of Medicine, Universitas Sumatera Utara, Medan, Indonesia Sem Samuel Surja 5300319475328460036608 5300319475328460036608 No Department of Parasitology, School of Medicine and Health Sciences, Atma Jaya Catholic University of Indonesia, Jakarta, Indonesia