Curr Pharm Teach Learn. 2025 Jul 6;17(10):102437. doi: 10.1016/j.cptl.2025.102437. Online ahead of print.
ABSTRACT
BACKGROUND: Traditional lectures may be less effective than active learning strategies in supporting student’s successful performance on assessments. Jigsaw method, an active learning strategy, fosters engaging classrooms, empowers students in collaborative learning, promotes peer teaching, and increases individual accountability. This study explores the impact of a modified jigsaw activity with educational YouTube reels on pharmacy students’ learning outcomes, students’ satisfaction, and willingness to recommend the strategy.
METHODS: A pilot modified jigsaw activity incorporating educational YouTube reel creation was implemented in a first-year pharmacy course. Pre- and post-surveys collected data using instruments designed to operationalize students’ academic self-confidence, exam expectations, understanding of class material, and knowledge. Instruments operationalizing satisfaction and likelihood of recommending the intervention were administered at the end of the study. Descriptive statistics summarized baseline student characteristics, satisfaction, and likelihood to recommend the strategy. Paired sample t-test and Wilcoxon signed-rank test compared pre- and post-survey scores for normally and non-normally distributed data, respectively.
RESULTS: All thirty-three students enrolled in the course completed the baseline survey. Nineteen students completed both pre- and post-surveys. Students were mostly white with an average age of 23 years. Improvements were seen in confidence level (p = 0.011), understanding (p < 0.001), and knowledge of course materials (p = 0.043). There were no changes in exam expectations (p = 0.712) About 58.3 % of the students were satisfied and 60 % were willing to recommend the strategy.
CONCLUSION: Findings from this exploratory pilot study suggest that using a modified jigsaw activity incorporating YouTube reel creation may improve learning outcomes, including confidence, perceived understanding, and knowledge. Future confirmatory research is warranted.
PMID:40623334 | DOI:10.1016/j.cptl.2025.102437
