Abstract:

In the course 2024-25 an active learning methodology was applied to favor student’s learning of the anatomy of skeleton in the subject of Physiology and Pathophysiology I in the Pharmacy Degree at the Universitat de Barcelona: In this sense, a practical class with the jigsaw technique was designed to transition from a conventional, teacher-centered lecture to an instructional format grounded in active and collaborative learning (EDULEARN 2025). However, evaluation of the activity was done through a multiple test at the end of the practical class and resolved in a collaborative way among the student’s group in contrast to previous courses. For this reason, this course (2025-26), the structure of the active learning was maintained but evaluation of knowledge was performed in the same way as previous to the implementation of the active learning to evaluate if this active methodology helps to acquire significant learning.

Students’ evaluation of skeleton anatomy was performed at mid-semester after finishing the practical classes by an exam that consist on true/false (30) and open questions (3) and contains other aspects of the subject (nervous system anatomy and general physiology concepts). The grades obtained by students were compared with those obtained in 2018-19 when skeleton anatomy was based in a traditional lecture-based approach. Moreover, to avoid biases, questions related to skeleton anatomy were the same as the course 2018-19.

The mean qualification obtained in 2025-26 is 6.1 ± 0.08 (5.7 ± 0.08 for the test and 7.1 ± 0.12 for the open questions) whereas in 2018-19 was 6.3 ± 0.08 (5.7 ± 0.10 for the test and 7.1± 0.07 for open questions). When qualifications of the specific questions of skeleton anatomy were compared with between the two courses (2025-26 vs 2018-19), statistical differences were found in the case of test (4.9 ± 0.13 vs 3.9 ± 0.13 p< 0.001) and also for the open question (8.8 ± 0.09 vs ,8.3 ± 0.07 p< 0.001). These findings suggest that while overall outcomes remained similar, the active learning approach had a positive impact on students’ mastery of the content directly targeted by the methodology.

The jigsaw method offers several advantages as an active learning strategy and as a facilitator of meaningful knowledge construction. By dividing complex content into complementary subtopics and assigning students expert responsibility for one part, the technique promotes autonomy, accountability, and deeper cognitive engagement. When students subsequently teach their peers, they must reorganize and articulate their understanding, which reinforces conceptual connections and supports long-term retention. Moreover, the collaborative structure of the jigsaw fosters communication skills, positive interdependence, and a more inclusive classroom environment, all of which contribute to more meaningful and durable learning outcomes.

Keywords:

Anatomy, jigsaw technique, peer learning, practical classes.