Think–Pair–Share as an Active Learning Strategy in Anatomy

Abstract

Background: Anatomy is a foundational subject in medical education. While structured lectures continue to be the backbone of teaching, they are increasingly supplemented with active learning strategies to enhance engagement and understanding. Active learning strategies such as Think–Pair–Share (TPS) encourage peer interaction, critical thinking, and improved conceptual understanding. The Kirkpatrick model provides a structured framework to evaluate educational interventions across multiple outcome levels.

Aim and Objectives: To implement Think–Pair–Share as an active learning strategy in first-year MBBS Anatomy and to evaluate its effectivenes.

Methods: An interventional educational study was conducted among 150 first Year MBBS students. The study was conducted in the department of Anatomy at Apollo Institute of medical Sciences and research, Hyderabad for a period of 3 months.

Think-pair-Share was implemented during selected anatomy topics. Students first thought individually, then discussed in pairs and finally shared responses with larger group. Small group discussions were also conducted during Osteology sessions to reinforce active learning. Kirkpatrick Level 1 (Reaction) was assessed using a written student feedback. Level 2(Learning) was evaluated using pre- and post-tests comprising multiple-choice questions.

Statistical Analysis: Data was entered in Microsoft Excel and analyzed descriptively. Pre and post test scores were expressed as mean +/- standard deviation. A p value of <0.05 was considered statistically significant.

Results: Most students reported high satisfaction and active engagement with the Think Pair Share method. The mean pretest score was 6.38 ± 2.13 which significantly increased to 7.56 ± 1.87 in the post test. Paired t test showed a statistically significant improvement .Post-test scores showed a marked improvement compared to pre-test scores,indicating enhanced learning. Faculty observations revealed improved confidence, correct use of anatomical terminology, and increased participation in later sessions. Improved performance was also noted in assessments.

Conclusion: Think–Pair–Share is an effective active learning strategy in Anatomy teaching. Evaluation using the Kirkpatrick model demonstrated positive outcomes supporting its integration into undergraduate medical education.