Enhancing Undergraduate Medical Students' Knowledge, Attitudes, Perceptions and Engagement in Occupational Medicine: A Comparative Study of Case-Based Learning and Hybrid Jigsaw Pedagogical Approaches

Background
Occupational medicine (OM) is crucial but remains underrepresented in undergraduate medical curricula, often due to low student interest and a lack of structured and innovative teaching approaches. Enhancing OM education is essential to prepare students for contemporary healthcare challenges.

Objectives
This study compares the effectiveness of Case-Based Learning (CBL) versus a hybrid model integrating CBL with the Jigsaw approach in teaching OM to medical students at the Faculty of Medicine, Hong Kong University.

Methods
A quasi-experimental pre- and post-test design was employed to compare knowledge gains between two groups exposed to different pedagogical strategies. Student engagement, attitudes towards the OM course, and perceptions of tutorial activities were assessed quantitatively. Additionally, qualitative analysis was conducted to explore students’ and teachers’ perspectives on OM teaching and learning.

Results
Both groups demonstrated significant improvements in occupational medicine (OM) knowledge (P < 0.001). The hybrid Jigsaw-CBL approach significantly enhanced student engagement (OR: 1.2; 95% CI). No significant differences were observed in knowledge scores or attitudes between groups. Qualitative data emphasized the value of interactive methods and highlighted the need for better guidance, time management, and real-world relevance to boost engagement and learning outcomes.

Conclusions
Combining active learning strategies, such as the Jigsaw method with CBL, can optimize educational outcomes in OM. The Jigsaw approach, in particular, appears to enhance student engagement, underscoring its potential value in undergraduate medical education.

Key Words
Occupation Medicine; Case-based Learning, Jigsaw Method, Innovative Teaching Methods