Abstract: PURPOSE: This study applied jigsaw classroom method to reform some contents of oral histology and pathology course, aiming at exploring new methods of undergraduate education in stomatology, achieving more dimensional learning goals and improving learning effects. METHODS: Twenty-four undergraduates from the School of Stomatology of Fudan University were selected as the study objects. Under the guidance of teachers, students studied oral squamous cell carcinoma cases online and offline for 3 weeks. The teaching effect was evaluated from the perspectives of teachers and students through subjective and objective examination, questionnaire survey and interview. RESULTS: The objective questions were tested before and 4 months after the final report, with an average of 7.17 and 7.41(out of 10 points). There was no significant difference between the two scores, indicating that the students achieved their knowledge goals and had a good long-term learning effect. The average scores of case report and report were over 90(out of 100 points). 75% of the students were satisfied with the learning effect, 37.5% preferred this method, and over 80% of the students thought that this method had exercised many abilities, improved their understanding of the importance and significance of oral pathology, and achieved the goals of ability and literacy. CONCLUSIONS: Compared with traditional teaching, jigsaw classroom can make students master knowledge more firmly, exercise their ability and accomplishment, and achieve better learning effect. The specific implementation can be adjusted according to the situation, and it needs further investigation.

Key words: Jigsaw classroom, Oral histology and pathology, Undergraduate education, Learning goals