Effectiveness of Conventional & Jigsaw Method of Self-directed Learning and Interactive Lecture in Undergraduate Physiology Teaching – A Comparative Study.

Background: Medical professionals are expected to be lifelong learners, and the contemporary medical curriculum emphasizes learner-centered education with active student participation. The Competency-Based Medical Education framework promotes the use of active learning strategies such as self-directed learning (SDL), problem-based learning, and small group teaching. However, evidence comparing conventional SDL, the jigsaw method of SDL, and interactive lectures in undergraduate physiology remains limited. This study aimed to compare the effectiveness of these teaching–learning methods among first-year MBBS students at Agartala Government Medical College. Methodology: This educational interventional crossover study was conducted among 150 first-year MBBS students at Agartala Government Medical College from March to August 2025. Students were exposed to interactive lectures, conventional SDL, and the jigsaw method of SDL across cardiovascular (CVS), respiratory (RS), and central nervous system (CNS) modules. Knowledge was assessed using 10-item multiple-choice pre-tests and post-tests. Data were analyzed using paired and unpaired Student’s t-tests. Standardized effect sizes were calculated using Cohen’s d. A p-value 0.05; d ≤0.32). Post-test scores were significantly higher with the jigsaw method of SDL compared to conventional SDL for CVS (78.47±11.15 vs 71.09±18.77; p=0.024; d=0.48), RS (84.52±9.16 vs 75.65±15.44; p=0.002; d=0.70), and CNS (83.26±26.34 vs 60.00±19.79; p<0.001; d=1.00). Interactive lectures performed better than conventional SDL for CVS (82.89±16.18 vs 71.09±18.77; p=0.002; d=-0.67) and CNS (71.06±13.87 vs 60.00±19.79; p=0.002; d=-0.65). Jigsaw method SDL was superior to interactive lectures for RS (84.52±9.16 vs 71.92±16.24; p<0.001; d=0.96) and CNS (83.26±26.34 vs 71.06±13.87; p=0.006; d=0.58). Conclusion: Jigsaw-based self-directed learning is more effective than conventional SDL and interactive lectures in undergraduate physiology teaching, particularly for integrative topics. Its structured cooperative framework produces meaningful educational gains and supports the objectives of competency-based medical education.