ABSTRACT

Lectures are a major part of a university student’s learning experience and are an effective means of transferring knowledge and concepts to large groups in less time and with minimal resources.

Objectives: To find the effects of lectures alone and when lectures are combined with strategy of think-pair-share, on the 1^st and 2^nd year medical student’s participation, confidence, critical thinking and involvement in learning activities during the Anatomy class.

Study Design:  Descriptive Cross sectional study.

Methodology: Present study enrolled 200 participants involving both genders. Online feedback Performa based on 5 questions was developed and  collected data from students before and after the 10-week treatment program.  Statistical analysis: Data was analyzed by SPSS software, version 19 as qualitative variables were expressed as percentages. Results:  There was a significant benefit to majority of students by applying think-pair-share technique during their Anatomy lectures.

Conclusion:  We concluded that think pair share strategy in lectures kept the students more actively involved in the class discussion and they felt more confident in sharing their ideas with the peers. It also promoted critical thinking among the students and they received feedback more frequently from the teacher.