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Breaking the Monologue With Active Learning Using the Think-Pair-Share Strategy: A Cross-Sectional Descriptive Study.

Deepti Chopra1, Yangshen Lhamo1, Jaspreet K Sidhu2

  • 1Pharmacology, All India Institute of Medical Sciences, Bilaspur, Bilaspur, IND.

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|November 28, 2025
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Summary
This summary is machine-generated.

The Think-Pair-Share (TPS) strategy significantly enhances medical student engagement and comprehension in pharmacology lectures. This active learning approach proved more effective than traditional teaching methods.

Keywords:
active learningcooperative learningcritical thinkingmedical educationthink-pair-share strategy

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Area of Science:

  • Medical Education
  • Pharmacology Pedagogy
  • Active Learning Strategies

Background:

  • Modern education emphasizes collaboration and active learning.
  • Cooperative learning, like Think-Pair-Share (TPS), boosts participation and critical thinking.
  • Evaluating pedagogical strategies is crucial for effective medical training.

Purpose of the Study:

  • To assess second-year MBBS students' perceptions of the Think-Pair-Share (TPS) strategy.
  • To determine the effectiveness of TPS in learning pharmacology.
  • To compare TPS with traditional lecture methods in medical education.

Main Methods:

  • A Think-Pair-Share (TPS) activity was conducted with 100 second-year MBBS students during a pharmacology lecture.
  • Student feedback was collected via questionnaires.
  • Quantitative (SPSS) and qualitative (thematic analysis) data were analyzed.

Main Results:

  • 86% of 93 respondents reported enhanced engagement and enjoyment with TPS.
  • 79% highlighted increased active participation.
  • 76% benefited from improved comprehension of pharmacology content.

Conclusions:

  • The Think-Pair-Share (TPS) strategy is an effective teaching method for pharmacology.
  • TPS significantly increases student engagement, comprehension, and participation.
  • Active learning strategies like TPS offer advantages over traditional lectures in medical education.