Intentional Integration of the Jigsaw Method in Interprofessional Medical Problem-Based Learning

Abstract

This study explored effective educational strategies for fostering problem-solving skills in an interprofessional settings. We implemented an interprofessional, collaborative problem-based learning (PBL) approach, incorporating elements of the jigsaw method, at a medical university training that trains four types of co-medical professionals (nurses, physical therapists, occupational therapists, and clinical engineers). Discourse analysis using KBDeX and a questionnaire survey was conducted. Results from the discourse analysis indicated that, during interdisciplinary group work, the degree centrality of “questionnaire” increased, indicating that department-specific materials facilitated discussions across professions. Additionally, based on discourse content and free-text responses in the questionnaire, it was suggested that worksheets grounded in a dialogical argumentation model served as effective learning tools, promoting dialogue supported by data and warrant.