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Breast cancer classification based on breast tissue structures using the Jigsaw puzzle task in self-supervised learning.
Radiol Phys Technol
January 2025
Department of Diagnostic Imaging, Tohoku University Graduate School of Medicine, 2-1 Seiryo-machi, Aoba-ku, Sendai, Miyagi, 980-8575, Japan.
Article Synopsis
- Self-supervised learning (SSL) is increasingly being used in medical imaging, particularly through methods like the Jigsaw puzzle task, which helps models learn features and relationships within images without needing labeled data.
- The study evaluated different pre-training methods on mammographic images from the Chinese Mammography Database, comparing the effectiveness of models that used Jigsaw puzzles, ImageNet tasks, or no pre-training at all in detecting breast cancer.
- Results showed that models utilizing the Jigsaw puzzle task achieved the highest area under the curve (AUC) scores, indicating its potential to improve classification accuracy even with limited data.
Jigsaw as a Revision Module for Enhancing Learning in Biochemistry Among First-Year Medical Students.
Cureus
November 2024
Department of Biochemistry, All India Institute of Medical Sciences, Punjab, IND.
Aim Biochemistry includes the elaborate study of various biomolecules and intricate mechanisms that first-year medical students find difficult to understand and retain when taught through didactic lectures. Therefore, this study aims to test the effectiveness of jigsaw as a revision module in increasing the knowledge and retention capacity of students in Biochemistry. Materials and methods Eighty students were enrolled in the study.
View Article and Find Full Text PDFConstructing learning confidence through jigsaw, concept maps and group cooperative learning: A qualitative study.
Nurse Educ Pract
January 2025
New Taipei Municipal TuCheng Hospital, Chang Gung Medical Foundation, Taiwan. Electronic address:
Aim: This study aimed to develop students' learning confidence by increasing their motivation and satisfaction.
Background: Nursing students with limited healthcare work experience often have difficulty fully understanding and sympathizing with patients' medical concerns. They also worry about their theoretical knowledge diminishing with time.
RSV explorations: using a case series focused on a single microbe to connect concepts across an undergraduate microbiology course.
J Microbiol Biol Educ
December 2024
University of Saint Joseph, West Hartford, Connecticut, USA.
Article Synopsis
- - The ASM Curriculum Guidelines emphasize the importance of active learning in microbiology courses, suggesting that this approach promotes student participation and success, despite the temptation of resorting to traditional lectures in content-heavy courses.
- - A case series focusing on respiratory syncytial virus (RSV) was developed to boost student engagement by connecting various microbiology concepts through different learning objectives, utilizing methods like case-based learning and real-world data analysis.
- - Student feedback has shown that they prefer these interactive activities over typical lectures, as the case series helps them better understand and relate key microbiological concepts, fostering higher-order thinking and real-world application.
Teaching nursing students the ethical and legal consequences of medical errors: Insights from the RaDonda Vaught case using the jigsaw technique.
J Prof Nurs
December 2024
Indiana University Kokomo School of Nursing and Allied Health Professions, 2300 S. Washington Street, Kokomo, IN 46904, USA. Electronic address:
Purpose: This article examines teaching the consequences of harm and error to multisite prelicensure baccalaureate, second-degree baccalaureate, and graduate nursing students utilizing the RaDonda Vaught Trial as an exemplar. The Jigsaw Technique (JT) was the chosen learning strategy to empower students with knowledge and understanding through the lens of terms acquired throughout existing concept-based nursing curriculum.
Results: Nursing students evaluated the approach to this activity using both quantitative and qualitative feedback.
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