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Jigsaw eaching as an ac i e lea ning s a egy in la ge medical
class ooms: A quasi-expe imen al s udy in pa hology
Ganga S Pilli1, Madhu i Dindalkoppa2, P ajna K She y1, Shi ani S Rao1* , Vi ek V
Mannammana a 1, P iyanka S Mu god1
1Depa men o Pa hology, KLE JGMM Medical College, KLE Academy o Highe Educa ion and Resea ch, Hubli, India.
2Depa men o Pa hology, Bha a i Vidyapee h (Deemed o be Uni e si y) Medical College, Pune, India.
A icle in o Abs ac
In oduc ion
Medical educa ion is an impo an ac o in he p og ess
o any coun y. Hence, inc easing a en ion is being paid
o he quali y o eaching and lea ning in medical
colleges [1]. In ancien imes, educa ion was p ima ily
didac ic and eache -cen e ed in India. P e iously,
eache s engaged he class o nea ly one hou wi hou
gi ing any b eak, and hey ne e hough abou how
much o he subjec s uden s could assimila e. Howe e ,
he se ing up o a new Compe ency-Based Medical
Educa ion (CBME) cu iculum by he Na ional Medical
Council o Indian Medical G adua es has b ough a
e olu ion in 2019. Hence, medical educa o s ha e
s essed he need o ac i e lea ning s a egies o engage
he s uden s [2]. Building mo e inclusi e schools is also
a p ima y objec i e o he in e na ional educa ional
guidelines by he Uni ed Na ions Educa ional, Scien i ic
and Cul u al O ganiza ion (UNESCO) [3]. Coope a i e
lea ning me hods like jigsaw ha e been highligh ed as
one o he e ec i e ways o p omo e ac i e lea ning
s a egy in inclusi e schools [4, 5]. Collabo a i e
lea ning is a se o si ua ions in which s uden s in e ac
Pilli e al. J Med Edu De . 2025; 18(1): 1-9 Jou nal o Medical Educa ion De elopmen
Backg ound & Objec i e: Teaching was p ima ily didac ic and eache -cen e ed in ancien
India. Medical educa o s ha e emphasized he need o ac i e lea ning s a egies o engage he
s uden s in la ge class oom eaching. An ex ensi e li e a u e sea ch e ealed only minimal
publica ions on he la ge class oom jigsaw me hod. Hence, his s udy was done o in oduce and
inco po a e he jigsaw me hod as a echnique o la ge class oom eaching and lea ning in
pa hology. Fu he , i was done o assess i s e ec i eness in a la ge class oom se ing and see
how s uden s pe cei ed his me hod.
Ma e ials & Me hods: A quasi-expe imen al s udy wi hou con ol g oups (One g oup p e es -
pos es design) was conduc ed o 141 MBBS II phase s uden s in a la ge class oom jigsaw
ac i i y om 2023-24. A didac ic lec u e was aken p io . A p e- es was aken, and he opics
o subg oups, s udy ma e ial, and ques ions we e in ima ed in ad ance. On he day o he jigsaw
ac i i y, s uden s om each g oup we e andomly selec ed o explain he sub opic o he whole
class. Finally, wo s uden s we e made o summa ize. Pos - es and eedback we e aken, and
hei alidi y and eliabili y we e app o ed. The da a was analyzed using desc ip i e and
analy ical es s wi h SPSS Ve sion 20 a a signi icance le el o P < 0.05.
Resul s: The mean ma ks sco ed in he pos - es was 14.57 ± 3.20 compa ed o 11.1 ± 3.50 in
he p e- es o 20 ma ks. 89.3% o s uden s sco ed 50% and abo e in he pos - es . The e was
a signi ican pe o mance imp o emen (p < 0.001). In he eedback, 78.7% o s uden s ag eed
hey would like o pa icipa e in simila in e ac i e sessions. The highes sa is ac ion index,
86.73, was o in-dep h co e age o opics.
Conclusion: The jigsaw la ge class oom eaching s a egy p omo es ex ensi e co e age o
opics in a sho pe iod and can be used as a ool o e ision and knowledge e en ion in
collabo a i e lea ning.
Keywo ds: la ge class oom eaching, s uden cen e ed lea ning, jigsaw, eaching and lea ning
me hods.
*Co esponding au ho :
Shi ani S Rao, Depa men o
Pa hology, KLE JGMM Medical
College, KLE Academy o Highe
Educa ion and Resea ch, Ka na aka,
India.
Email: shi anis [email protected]
O iginal A icle
A icle his o y:
Recei ed 8 Ap . 2024
Accep ed 2 Feb. 2025
Published 14 Ap . 2025
How o ci e his a icle:
S Pilli G, Dindalkoppa M, K She y P,
S Rao S, V Mannammana a V, S
Mu god P. Jigsaw La ge Class oom
Teaching o Medical S uden s: An
Ac i e Lea ning S a egy o
S udying Pa hology: A Quasi-
expe imen al S udy. J Med Edu De .
2025; 18(1): 1-9.
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Pilli e al.: Jigsaw La ge Class oom Teaching o Medical S uden s
2 Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 1 ¦ 2025
and lea n. This ype o lea ning has eme ged as a
p omising pedagogy p ac ice in inclusi e schools [6, 7].
Jigsaw is a collabo a i e lea ning pa adigm wi h a g oup
o s uden s o enhance hei c i ical hinking and o make
lea ning meaning ul and engaging [8]. This is a s a egy
in which s uden s o he class a e o ganized in o g oups
and sha e wha hey ha e lea ned om pee eaching.
S uden s in he g oup a e expec ed o mas e he ma e ial
assigned o hem and discuss i wi h pee s om di e en
g oups. The acili a o o e sees he discussion and
cla i ies s uden misconcep ions [9]. The jigsaw me hod
is e y popula among eache s as i is easy o ollow his
s uc u ed echnique and helps s uden s imp o e
socializa ion and lea ning [10].
A onson e al. o iginally de eloped his jigsaw me hod
o educe in e g oup p ejudices. Based on his
obse a ions, he concluded ha in e g oup
agg essi eness is due o he compe i i e class oom
en i onmen [11]. Since his me hod c ea es in e ac ions
in which s uden s depend on each o he o lea n he
ma e ial, like assembling a jigsaw puzzle, wi h each
membe supplying an essen ial piece, i helps nulli y
in e g oup agg essi eness [12].
An ex ensi e li e a u e sea ch showed ha only
minimal publica ions a e a ailable on handling la ge
class ooms wi h jigsaw ac i e lea ning me hod [13-15].
The e is also a signi ican gap be ween scien i ic
e idence a o ing he jigsaw me hod and ac ual
class oom p ac ices. Mos a icles ha e shown he
his o ical e olu ion and applica ion o he jigsaw me hod
in small-g oup eaching and lea ning echniques [10].
Hence, he s udy was done o inco po a e he jigsaw
me hod o la ge class oom eaching and o see how
s uden s pe cei ed his me hod. He e, we ha e aimed o
know he e ec i eness o he jigsaw me hod in
collabo a i e lea ning and knowledge e en ion in a
La ge Class oom se ing o MBBS phase II medical
s uden s s udying pa hology. This will ine i ably help us
sa e esou ces such as ime and wo k o ce and know
how s uden s pe cei e his me hod.
Ma e ials & Me hods
Design and se ing(s)
A quasi-expe imen al s udy design wi hou con ol
g oups (one g oup p e- es and pos - es design) was
conduc ed in he depa men o pa hology o a epu ed
medical college. A single p e- es measu emen was
aken, an in e en ion was implemen ed, and a pos - es
measu emen was aken. In his s udy, he p e- es
equen ly se es as he "con ol" [16]. A quasi-
expe imen al s udy was done wi hou a con ol g oup as
he s uden popula ion is ulne able, and andomiza ion
canno be done due o e hical conside a ions. I was also
challenging o andomize he s uden s o he selec ed
class as i was impossible o p e en he in e en ion
g oup om in e ac ing and sha ing s udy ma e ial wi h
he con ol g oup [16, 17]. The class was planned o use
he jigsaw me hod wi h a s uden -cen e ed eaching
app oach o medical s uden s in phase II (ba ch o 150
s uden s).
The objec i e o his s udy is o in oduce and
inco po a e he jigsaw me hod as a echnique o la ge-
class oom eaching and lea ning in pa hology. Fu he , i
will assess i s e ec i eness in a la ge class oom se ing
and see how s uden s pe cei e his me hod.
Pa icipan s and sampling
As s uden s a e a ulne able popula ion, we conside ed
all phase II MBBS s uden s s udying a KLE JGMM
medical college o his s udy. We adop ed he uni e sal
sampling echnique, which means he o al popula ion o
phase II MBBS will be he sample size [18]. Wi h an
assump ion o α = 0.05, he equi ed sample size o 67
cases was ob ained using Mini ab16 so wa e. Ou o 150
s uden s o Phase II MBBS, 141 s uden s we e included
in he p esen s udy a e conside ing inclusion and
exclusion c i e ia.
Inclusion c i e ia: S uden s pu suing hei phase II
MBBS cou se in he college du ing 2023-24.
Exclusion C i e ia: S uden s on lea e due o illness o
o he pe sonal easons o he didac ic lec u e o jigsaw
class oom ac i i y (Figu e 1).
Tools/Ins umen s
Mul iple-Choice Ques ions (MCQs) o he p e- es and
pos - es we e p epa ed on he opic (objec i e
assessmen ) in he o m o google o ms, which
comp ised 20 ques ions. Expe sco es we e used o
achie e con en alidi y o MCQs. To check con en
alidi y, en acul y membe s (5 acul y who we e
acili a o s o he jigsaw class oom eaching and i e
o he acul y who we e no a pa o he s udy) om he
depa men o pa hology, JGMM medical college, we e
gi en o exp ess hei opinions and ques ions we e
modi ied acco dingly. Ques ions wi h a Con en Validi y
Ra io (CVR) o mo e han 0.62 we e e ained.
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Figu e 1. The low diag am o he s udy
The ele ance o he ques ions was also main ained wi h
a Con en Validi y Index (CVI) o highe han 0.79
[19]. In his s udy, he CVI o en i e mul iple-choice
ques ions was 0.95. Fo each co ec answe , he s uden
was awa ded one ma k and ze o ma ks i he answe was
inco ec .
A eedback ques ionnai e o 14 ques ions was p epa ed
based on i e 5-poin Like scales (1 = s ongly disag ee,
2 = disag ee, 3 = neu al, 4 = ag ee, 5 = s ongly ag ee) o
assess s uden s' pe cep ion o he jigsaw echnique [14].
A pilo s udy on 25 s uden s was conduc ed p e iously
using he jigsaw echnique on ans usion eac ion. The
pilo s udy was used o check he ace alidi y o he
eedback ques ionnai e based on he s uden s' opinions
on he w i ing s yle, ocabula y, and quali y o he
ques ions. Addi ionally, acul y membe s did con en
alidi y o alida e he eedback ques ionnai e, like in he
case o mul iple-choice ques ions. The eliabili y o he
eedback ques ionnai e was measu ed using C onbach's
alpha coe icien [20-22]. C onbach's alpha o each i em
in he ques ionnai e was 0.94. C onbach's alpha alue
be ween 0.90 and 0.95 is desi able [23]. g oss
specimens, ins umen s, and models ela ed o pa hology
(uni e si y CBME cu iculum) we e used as ools o
conduc ing his jigsaw class oom ac i i y [24].
Da a collec ion me hods
The s udy was conduc ed a he depa men o pa hology
a KLE's JGMM medical college. E hical clea ance was
ob ained be o e he s udy. A didac ic lec u e was
conduc ed be o e he jigsaw class oom ac i i y, which
included a b ie ing abou all he g oss specimens,
ins umen s, and models ela ed o pa hology in he o m
o a Powe Poin p esen a ion (uni e si y CBME
cu iculum) [24].
The consen o m o he s udy was ob ained om
s uden s be o e he jigsaw ac i i y was conduc ed. P e-
es MCQs we e gi en using google o ms. Ten minu es
we e gi en, and esponses we e collec ed. The opics
ela ed o p ac ical examina ion we e chosen. The
sub opics we e ins umen s, specimens, and pa h-pan y
models. These sub opics we e o be desc ibed and
discussed. The s uden s we e gi en he s udy ma e ial
be o e he class. The pa icipan s we e di ided in o h ee
subg oups based on hei oll numbe s: G oup A ( oll
numbe s 1-50) ocused on ins umen s, g oup B ( oll
numbe s 51-100) wo ked wi h g oss specimens, and
Assessed o eligibili y (n=150)
Diac ic lec u e
P e es
Jigsaw ac i i y class oom session
Pos es and eedback
Analysed da a and conclusion
Analysis In e en ion En ollmen
Excluded (n=9)
Exclusion c i e ia
Absen ees (n=9)
Absen o only didac ic
lec u e (n=5)
Absen o only Jigsaw Ac i i y
class (n=3)
Absen o bo h class (n=1)
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Pilli e al.: Jigsaw La ge Class oom Teaching o Medical S uden s
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G oup C ( oll numbe s 101-150) concen a ed on
pa hology models, as illus a ed in Figu e 2. Each g oup
was asked wi h p epa ing ma e ial on one o he
designa ed sub opics. Then, one s uden om he
espec i e subg oups was selec ed o o m a g oup o 3,
and hey we e asked o discuss, each, and lea n among
hemsel es. This exe cise was done o ain he s uden s
o ace he i a oce con iden ly in he examina ion and
as a pa o a quick e ision.
Figu e 2. Flow cha o he s udy using jigsaw me hod
On he day o he jigsaw ac i i y, s uden s om hese
subg oups we e andomly picked o p esen he
desc ip ion o he ins umen s, g oss specimens, and
pa h- pan y models. Whe e e hey had di icul y, he
eache s ac ed as acili a o s and helped hei espec i e
g oups o s uden s p esen he desc ip ion. The eache s
also esol ed any misconcep ions and doub s among
s uden s. The s uden s en husias ically desc ibed hei
sub opics and answe ed he ques ions al eady gi en
hem. The discussion was conduc ed o 60
minu es. Finally, wo s uden s we e andomly picked o
summa ize wha hey had lea ned in 15 minu es. Pos -
es and eedback we e aken a e he jigsaw class oom
session in 15 minu es. The eliabili y o he eedback
ques ionnai e was measu ed by C onbach's alpha
coe icien [20, 21]. Feedback was aken ega ding
s uden engagemen , concep s, dep h o co e age o
opics, e c., and o e all ac i i y conduc . P e- es , pos -
es , and eedback o ms o 141 s uden s we e analyzed
o he s udy a e excluding he s uden s as pe he
exclusion c i e ia. The jigsaw ac i i y was applied du ing
he u o ial, spanning 1 hou and 30 minu es. P e iously,
he same echnique was used in he class on ans usion
eac ion as a pilo s udy.
Da a analysis
The da a was collec ed h ough p e- es , pos - es , and
eedback o ms. I was analyzed using SPSS e sion 20
so wa e, which used desc ip i e s a is ics (pe cen age,
mean, and s anda d de ia ion), a sa is ac ion index, and
a pai ed - es . A p- alue < 0.05 was conside ed
s a is ically signi ican in he hypo hesis es .
Resul s
On he day o he jigsaw class oom ac i i y, 141 s uden s
pa icipa ed in he p e- es and pos - es , and 6 acul y
membe s we e p esen as acili a o s.
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Pilli e al.: Jigsaw La ge Class oom Teaching o Medical S uden s
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Volume 17 ¦ Issue 54¦ 2024
The class oom s eng h was 94% (141/150), highe han
he a e age a endance o e he pas h ee mon hs
(85.6%). I was obse ed ha he mean ma k sco ed by
he s uden s in he p e- es conduc ed ou o 20 ma ks
was 11.1 ± 3.50, and in he pos - es was 14.57 ± 3.20. In
he p e- es , 71.6% (n =101) o s uden s sco ed 50% (10
ma ks) and abo e. In he pos - es , 89.3% (n = 126) o
s uden s sco ed 50% (10 ma ks) and abo e. 17.7% (n =
25) o s uden s ha e imp o ed a e he jigsaw puzzle
class oom ac i i y. The e was a signi ican imp o emen
in pe o mance wi h a p- alue o < 0.001. (Table 1 and
Figu e3)
The same opics we e ea lie co e ed in he syllabus by
Didac ic lec u es and p ac ical classes, bu a e he
jigsaw class oom session, knowledge signi ican ly
imp o ed. 56.7% o s uden s p e e ed lec u es wi h an
ac i e lea ning s a egy, whe eas 43.3% s ill a o ed
only didac ic lec u es (Figu e 4).
Table 1. Compa ison o P e Tes and Pos Tes Sco e o
S uden s ( n=141)
Ma ks sco ed ( Mean ± SD)
p- alue
P e- es
11.1 ± 3.50
< 0.001
Pos - es
14.57 ± 3.20
No e: Pai ed - es was employed o compa e he mean sco e o P e- es and Pos -
Tes .
Abb e ia ions: SD, s anda d de ia ion; p- alue, p obabili y alue.
The Sa is ac ion index o each ques ion was calcula ed
using he o mula [14]:
Sa is ac ion Index = [(𝑛1∗ 1)+(𝑛2∗ 2)+(𝑛4∗ 4)+(𝑛5∗ 5)]∗20
(𝑛1+ 𝑛2+ 𝑛4+ 𝑛5)
Figu e 3. Compa ison o p e- es and pos - es sco es
Figu e 4. Feedback esponse by he s uden s on p e e ed me hodology o eaching
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Pilli e al.: Jigsaw La ge Class oom Teaching o Medical S uden s
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The sco es we e a ed on a 1–100 sa is ac ion index scale
[14]. Calcula ed sco es o di e en ques ions a e shown
in Table 2. The highes sa is ac ion index, 86.73, was o
in-dep h co e age o he opics, and he lowes index was
o Concep a ainmen (85.10).
Abou 66.6% o s uden s opined ha he jigsaw
class oom eaching and lea ning me hod achie ed in-
dep h co e age o he opic. 65.25% o s uden s ag eed
ha he concep s we e well explained, and 70.9% o
s uden s ag eed ha he acili a o engaged hem o
pa icipa e ac i ely in he ac i i y.
Table 2. Sa is ac ion index calcula ed om he eedback o m.
SN.
Ques ions
S ongly
disag ee (1)
Disag ee
(2)
Unce ain
(3)
Ag ee
(4)
S ongly ag ee
(5)
Sa is ac ion
index
1
Facili a o engaged he
pa icipan s
4
3
34
51
49
85.79
2
The concep s we e
explained well
3
1
45
53
39
85.83
3
This ac i i y helped o
achie e in dep h co e age
o he opic
3
1
43
50
44
86.73
4
This ac i i y was use ul
in a aining he concep
(In dep h lea ning)
3
3
43
52
40
85.10
5
The ac i i y was
in e ac i e
4
3
38
51
45
85.24
6
Concep s we e explained
wi h sui able examples
3
4
40
45
49
86.33
7
AV aids we e used
e ec i ely
2
4
43
46
46
86.53
8
The ime was managed
e ec i ely
2
6
46
39
48
86.31
Abb e ia ions: AV, Audio Visual ; SN., Se ial Numbe .
68.08% o s uden s ound his ac i e lea ning session
e y in e ac i e. The majo i y o he s uden s (78.7%)
ag eed ha hey would like o pa icipa e in simila
in e ac i e sessions in he u u e.
Mos o he s uden s (61.7%) opined ha he ime
alloca ed o he session was well managed. 65.2% o he
s uden s pe cei ed he use o audio isual aids as well.
61% o s uden s opined ha he jigsaw ac i e lea ning
s a egy helped hem gain knowledge ega ding he
opics, bu only 27.7% o s uden s el ha his eaching
echnique helped hem sol e p oblems ela ed o he
opic.
When asked abou he d awbacks o jigsaw puzzles, a
good numbe o s uden s (47.5%) we e o he opinion
ha no e e ing o he s udy ma e ial hinde ed hei
lea ning p ocess, hence subs an ia ing he impo ance o
p epa ing o he class be o ehand by using he s udy
ma e ial.
Discussion
The s uden s ecei ed he jigsaw me hod e y well. They
de eloped a s ong sense o esponsibili y owa d his
ac i e lea ning echnique. They ook i as an oppo uni y
o each and lea n om hei ellow s uden s. They we e
posi i e abou he jigsaw me hod as i helped hem
imp o e hei communica ion skills, which would help
hem o he inal i a oce. They also lea ned
empa he ic lis ening and speaking con iden ly. O e all,
i boos ed he a mosphe e o inc eased collabo a ion in
which s uden s wo ked in g oups and helped each o he
owa ds a common goal [25].
In his s udy, we measu ed he e ec i eness o he jigsaw
me hod by es ing hei knowledge e en ion. The pos -
es sco es we e signi ican ly highe , wi h a p- alue o <
0.001, indica ing ha knowledge e en ion is mo e
signi ican wi h he jigsaw me hod. This esul is simila
o ea lie s udies done by K ishna e al. [15], Chauhan e
al. [25], Gowda e al. [26], Lali e al. [27] and Ng e al.
[28]. In all hese s udies p- alue was signi ican ,
he e o e p o ing jigsaw me hod o eaching s uden s in
la ge class oom se ing is equally e ec i e as, eaching
s uden s in small g oup se ing and i enhances
knowledge e en ion also. The s uden s ook he Jigsaw
me hod posi i ely, and 68.08% o s uden s ag eed ha i
enhances pee in e ac ion. Also, 65.25% o s uden s
ag eed ha i helped hem unde s and he opic and a ain
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Pilli e al.: Jigsaw La ge Class oom Teaching o Medical S uden s
Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 1¦ 2025 7
he concep s. This was simila o he s udy by Chauhan
e al., in which 91% o s uden s ag eed ha i enhances
pee in e ac ion, and 90% o s uden s ag eed ha i
helped in deepe lea ning o he opic [25]. A s udy by
Gowda e al. s a es ha 54% o s uden s ag ee ha he
jigsaw me hod helped hem unde s and he opic be e ,
and 52% s ongly ag ee ha he session helped hem
imp o e in e pe sonal communica ion skills [26].
In ou s udy, 56% o s uden s enjoyed he jigsaw
class oom me hod and p e e ed i o e he didac ic
lec u e, which was simila o he s udy done by Gowda
e al. [26] and Lali e al. [27]. Hence, i is p o ed ha
s uden s well pe cei ed i .
Ou s uden s (27.7%) el ha his echnique o eaching
helped hem in p oblem-sol ing ela ed o he opic,
which was less compa ed o o he s udies like Pahwa e
al. [29] and Bhanda i e al. [14]. This is p obably due o
he ype o opic which was chosen o s uden s o
desc ibe o his ac i i y. On he day o he jigsaw puzzle
class oom ac i i y, a ew s uden s we e absen andomly
om each g oup, c ea ing bias. This can be minimized
by doing mul iple sessions wi h he same s uden s and
di e en opics o e a yea . Ano he limi a ion o ou
s udy is ha no con ol g oup was a ailable o
compa ison due o e hical issues. The e o e, a quasi-
expe imen al s udy was conduc ed in which keeping a
con ol g oup was no manda o y. The e a e many
s udies in li e a u e whe e hey also ca ied ou quasi-
expe imen al s udies wi hou any con ol g oup. Hence,
i is no a signi ican bias ac o [16, 17].
The highes sa is ac ion index o 86.73 was o in-dep h
co e age o he opics, which was simila o he s udy
done by Bhanda i e al. [14]. In spi e o applying he
jigsaw echnique o a la ge g oup, he esul s we e
ui ul, and mo e in o ma ion was deli e ed in a sho
pe iod o ime. In he s udy done by Pahwa e al., s uden s
el ha his me hod was ime-consuming [29]. Sha ma
e al. implemen ed his me hod among 150 s uden s in 3
hou s [30]. Also, in a s udy by Uppal e al., he jigsaw
lea ning me hod was unde aken in wo di e en ba ches
on ou di e en days, wi h acul y and senio esiden s
ac ing as acili a o s [22]. This me hod sa ed much ime
and human esou ces in ou s udy, as i was comple ed in
1 hou and 30 minu es. 78.7% o he s uden s ag eed ha
hey would like o pa icipa e in simila in e ac i e
sessions in he u u e. S udies ha e shown ha s uden s
lea n mo e when hey wo k in g oups. Th ough g oup
ac i i ies, hey lea n how o wo k in collabo a ion o
imp o e hei academic knowledge and in e pe sonal
skills [22, 31].
Conclusion
This a icle desc ibes using he jigsaw echnique as a
la ge class oom eaching s a egy ha p omo es
ex ensi e co e age o opics in a sho pe iod. Hence,
jigsaw ac i i y o la ge class oom eaching is a good
ool o e ision and knowledge e en ion in he o m o
collabo a i e lea ning.
E hical conside a ions
This s udy was egis e ed in he Ins i u ional E hics
Commi ee o KLE JGMMMC, Hubli, wi h code
JGMMMCIEC/044/2023. The s uden s who pa icipa ed
ga e w i en in o med consen , and hei in o ma ion was
kep con iden ial.
A i icial in elligence u iliza ion o a icle
w i ing
No applicable.
Acknowledgmen s
We hank and app ecia e all he s uden s, eaching s a ,
and non- eaching s a o KLE JGMMMC, Hubli, who
coope a ed in implemen ing his s udy.
Con lic o in e es s a emen
No con lic o in e es .
Au ho con ibu ions
The con ibu ions o he au ho s o he s udy a e as
ollows: Ganga S. Pilli de eloped he s udy idea,
designed he s udy, and con ibu ed o he e iew,
in e p e a ion, and edi ing o he manusc ip . Madhu i
Dindalkoppa p epa ed he manusc ip , collec ed da a,
and assis ed in he e iew and edi ing p ocess. P ajna K.
S. helped in manusc ip p epa a ion and con ibu ed o i s
e iew and edi ing. Shi ani S. Rao was esponsible o
da a collec ion and analysis, as well as in e p e a ion,
e iew, and edi ing. Vi ek V. Mannammana a ocused
on da a collec ion, while P iyanka S. Mu god con ibu ed
o de eloping he s udy idea and i s design.
Funding
No applicable.
Da a a ailabili y s a emen
The co esponding au ho can p o ide he da ase s analyzed in
his s udy upon easonable eques , as doing so would
comp omise he p i acy o he pa icipan s.
[ DOI: 10.61186/edcj.18.1.1 ] [ Downloaded om edujou nal.zums.ac.i on 2025-11-26 ]
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8 Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 1 ¦ 2025
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