THE USE OF ARONSON JIGSAW IN A THEORETICAL-PRACTICAL COURSE OF PHYSIOTHERAPY GRADUATION

Cooperative learning is an example of methodology where the student is the leading actor in his/her own learning process. Among the various modalities of cooperative learning it is Aronson Jigsaw one of them. We consider that expose our students to active learning experiences could promote the acquisition of specific competences expected to a new graduated physiotherapist. Some of these competences include analysis and synthesis, management of information, teamwork and communicative skills. This methodology also promotes autonomous learning, a very important aspect in such a profession that is in constant flux and evolution.
The objective of this study was to evaluate, by the students’ opinion, the use of Aronson. Jigsaw to develop the theoretical subject of massage therapy included in the course of General Physiotherapy, a course of the second year study in Graduation in Physiotherapy.
After the development of the activity, an evaluation questionnaire was completed by the students. The questionnaire was structured in three different parts: the first part included general date, the second part included eleven closed questions (five-point likert scale), and the third part included three opened questions on positive and negative aspects of the methodology and any commentary accompanying.
Forty-eight students participated in the study.
The main results obtained were that the students pointed a great work environment, the objective explanations given by the teachers throughout the activity, an arranged space in which activity took place, the adequacy of the knowledge evaluation, well teamwork, the importance of synthesizing information, the good level of concentration during activity and that this methodology made learning more fun when compared with a traditional lecture. There were also negative results: the students pointed that they would not like this methodology to be developed to all the course; that while the methodology was more fun, they would prefer a traditional lecture; they did not like their dependence on peer, and the adjusted timing of the section.
To conclude, we could say that it was a positive experience in the students’ point of view because this methodology seems to promote a better knowledge acquisition and comprehension.