Abstract
INTRODUCTION: Increasing student participation within the classroom can improve student engagement, the classroom environment, and student learning, and can provide for more diverse perspectives on the content. Think-pair-share (TPS) is an instructional strategy that can be used to promote and support student participation and enhance learning. Our study aimed to investigate the use of this strategy in early medical education. METHODS: Using content analysis of video recordings, equity mapping software, and student surveys, we examined the implementation of TPS in three different small groups of first-year medical students. We looked for increased student participation, equity in the distribution of student participation, and quality of discussion as evidence of TPS's effectiveness in promoting student learning. RESULTS: TPS increased student participation and improved the quality of discussion. Additionally, students indicated TPS positively affected their learning, with the "thinking" and "pairing" time being especially important. CONCLUSIONS: In utilizing TPS as an instructional strategy, medical educators can provide a structure that promotes a more equitable distribution of student participation, increased student interaction, and in-depth collaborative dialogue that enhance the overall learning experience.