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

Background Modern educational methodologies increasingly focus on collaboration and active learning. Cooperative learning strategies, such as the Think-Pair-Share (TPS) strategy, foster active participation and critical thinking. This study aimed to assess the perceptions of second-year MBBS students regarding the effectiveness of the TPS strategy in learning pharmacology. Methodology The present study was conducted among 100 second-year MBBS students during a pharmacology lecture. The TPS activity was implemented by organizing students into "Think," "Pair," and "Share" phases. Feedback was obtained through a questionnaire. Quantitative data were analyzed using SPSS version 30 (IBM Corp., Armonk, NY, USA), while thematic analysis was performed for qualitative data. Results In total, 93 students provided feedback, with 86% (n = 80) reporting enhanced engagement and enjoyment with the TPS activity, 79% (n = 71) highlighting active participation, and 76% (n = 70) benefiting from increased comprehension of the subject content. Students found the strategy to be more effective than traditional lectures. Conclusions TPS proved to be an effective teaching strategy, increasing student engagement, comprehension, and participation during pharmacology lectures.