Teaching Women’s Reproductive Rights to Undergraduate Medical Students Using a Modified Jigsaw Approach

Date of Review: April, 2026

This article describes an educational intervention designed for medical students focused on women’s reproductive rights. The session is typically implemented within a preclinical medical school curriculum, often as part of courses on ethics, public health, or health policy. The authors utilize a modified jigsaw teaching approach, in which students are divided into small groups and assigned different subtopics (e.g., legal frameworks, ethical considerations, access disparities). Students first develop expertise in their assigned area and then reconvene in mixed groups to teach their peers. This promotes active learning, peer instruction, and synthesis of complex, interdisciplinary material. The session is positioned as a supplemental, discussion-based module that complements traditional didactic teaching. Strengths of this resource: 1) Active learning strategy: The modified jigsaw approach encourages engagement, accountability, and deeper understanding compared to passive lectures. 2) Interdisciplinary integration: The session effectively combines legal, ethical, and clinical perspectives, reflecting the real-world complexity of reproductive health issues. 3) Adaptability: The structure appears flexible and could be implemented across different institutions or curricular settings. Limitations: 1) The effectiveness of the session may depend heavily on student preparation and engagement, which can vary. 2) Complex or sensitive topics may require skilled facilitation to ensure balanced discussion and psychological safety. 3) Assessment of learning outcomes may be limited if not paired with formal evaluation tools. –Cody Ellis, MD, NCEAS

Corresponding Author’s Email:

laura.bauler@wmed.edu

Institution:

Western Michigan University

Where was the Curriculum Implemented:

Kalamazoo, Michigan

Outcomes that Have Been Reported for the Curriculum:

Learner Satisfaction or reaction

Self-reported learner attitude

Measured in learner knowledge

Outcome and Study Design:

Pre/Post

Level of Learner Assessment

Appreciation of content/attitude assessment (self-reflection, blogging with rubric)

Knowledge Acquisition (MCQ, IRAT, GRAT)