We aimed to know the students’ opinion after applying an active-learning laboratory session on the human skeleton for the Physiology and Pathophysiology I subject in the Pharmacy Degree at the Universitat de Barcelona. This session employed the jigsaw technique to shift from a traditional teacher-centered lecture to an active, collaborative learning experience where students generate and share the acquired knowledge. This method places students as active participants in their own learning while fostering essential skills such as responsibility and communication.

The 2.5‑hour session took place in an active and hybrid active learning classroom (HALC) equipped with audio-visual support, computers, multimedia materials, and anatomical models. More than 400 students participated in these sessions, with each session comprising 16 students divided into four subgroups. Each subgroup focused on a different area of the skeleton (skull, axial skeleton, upper appendicular skeleton, and lower appendicular skeleton). The session was divided into three phases. In the first one, each subgroup studied its assigned area for 50-60 minutes using materials prepared by the teaching staff to become “experts” of their area. They completed a lab guide with related exercises and prepared themselves to explain what they had learned to their peers. In the second phase, new subgroups of four students were formed, with one expert in each skeleton area. Each expert shared their insights for 15-25 minutes and helped their peers to resolve the lab guide exercises. Finally, in the third phase, the subgroups completed a test—accounting for 5% of the final grade—and each student filled out an individual survey about the activity.

The overall teacher’s impression is that students responded positively to the innovative approach and actively collaborated throughout the session. Analysis of the surveys show that more than 75% of students prefer this methodology for the laboratory session than a teacher-centered led activity. Only 6.5% of students are not inclined to this kind of peer-learning.

In the overall activity students reported a better understanding of their own section compared to the sections explained by their peers. Regarding the role of the teacher, more than half of the students felt they learned more with this technique than in a traditional lecture, however nearly half believed they learned the same or would have benefited more from a conventional teacher-led class. Overall, the survey analysis indicates that 88% of students view this methodology as beneficial to their own learning, students appreciate their active role in sharing concepts with peers and find the learning environment positive.

Keywords: Anatomy, jigsaw puzzle, peer learning, laboratory sessions.