Effectiveness of co-operative learning through the Jigsaw classroom technique for atraumatic restorative treatment: A quasi-experimental study

Abstract Background Co-operative learning like jigsaw technique consists of five basic elements namely positive interdependence, promotive interaction, individual accountability, teaching of social skills and quality of group processing. This study was conducted to evaluate the effectiveness of jigsaw classroom technique in improving dental students' knowledge and skills towards atraumatic restorative treatment (ART). Methods A quasi-experimental study was conducted among 25 dental students of Maharajgunj Medical Campus. Lecture on ART was delivered in the class followed by evaluation through a ten-point checklist for knowledge and ten-point checklist for skills. After one month, the students were divided into small, mixed-ability groups (5 in each group, total 5 groups) using jigsaw technique followed by content division, their assignment to expert groups, expert teaching, group activities and evaluation. Data was analyzed in SPSS version 24. Mean, standard deviation, median, interquartile range for quantitative data and frequency and percentage for qualitative data were calculated. Wilcoxon signed rank test was performed to determine the difference in median rating of knowledge and skill scores after lecture and jigsaw method. The significance level was set at P < 0.05. Results After lecture, 19 (76%) were able to answer questions on ART contraindications, whereas each participant answered correctly following jigsaw method. While all students were able to perform proper instrumentation, isolation of the operating area, caries removal, and cavity cleaning after using the jigsaw method of learning, the majority (21, 84%) were able to use only press finger technique followed by cavity cleaning (20, 80%) after lecture method. Some 9 (36%) students could correctly answer all ten knowledge questions and 3 (12%) could perform all steps of ART correctly after applying jigsaw method of learning but none of them could do so after lecture method. The jigsaw technique of learning resulted in significantly higher knowledge (P < 0.001) and skills scores (P < 0.001) than lecture method. Conclusions The study findings reveal that jigsaw method of learning is effective than traditional lecture method in enhancing both knowledge and practical skills of dental students. The jigsaw puzzle method can be integrated into the dental curriculum for dental students to effectively learn the many clinical procedures in dentistry.