Abstract Background: Traditional lecture-based methods in anatomy often result in passive learning and limited student engagement. Active learning strategies like the Buzz Group Method may enhance student participation, understanding, and retention of anatomical concepts. Objectives: To assess the impact of the Buzz Group Method on students’ academic performance and to gather faculty perceptions regarding its feasibility and effectiveness in anatomy teaching. Methods: An interventional study was conducted in the Department of Anatomy, Jawaharlal Nehru Medical College, AMU, Aligarh, involving 85 first-year MBBS students. A pre-test/post-test design was used. Students were given a structured MCQ-based pre-test on the mandible, followed by a teaching session using the Buzz Group Method. A post-test with the same questions was conducted to measure learning gain. Faculty feedback was also collected using a structured questionnaire. Data were analyzed using descriptive statistics and paired t-test, with p < 0.05 considered statistically significant. Results: A significant improvement was observed in post-test scores compared to pre-test scores for several questions, particularly those related to nerve supply and muscle attachment (p < 0.05). Faculty feedback indicated strong agreement that the method enhanced student interest (72%), participation (76%), and understanding (72%). Conclusion: The Buzz Group Method was found to be an effective small-group teaching strategy for anatomy, promoting active participation and better understanding among students. Faculty feedback also supported its feasibility.
International Journal of Medical Science and Advanced Clinical Research (IJMACR) (2026) studied this question.