Active learning is a relevant scholastic approach in medical science education. This involves motivation-related elements like worth, self-confidence, and being connected in addition to learners’ contentment and beliefs regarding performance. The study's goal is to present benefit of varied educational activities that promote educational experiences. This research involved fifty-eight students including thirty-three bachelor and twenty-five masters’ students. Data was evaluated from the results of the (1) pre and post session quizzes in the cranial nerve interactive session; (2) from the responses of the closed structured questionnaire after a case study session on neurological disorder in the second part of the active learning process. Students are fully engaged and motivated as reflected from (1) the good result of post session quiz after an active learning interactive session compared to pre session quiz. (2) the positive answers to the closed structured questionnaires after an active and engaging case study session. The collaborative and inclusive nature of case discussion was really appreciated by the learners which are extremely active, engaging, amazing lively, interesting, and welcoming. Active learning facilitates knowledge sharing between students and their instructors, as well as relationships between peers as they help one another overcome challenges. The learners can fully express their own imaginations, intellectual curiosity, and abilities. This study has considerable inference towards medical science education. The different active and learning pedagogical approach allows students to develop their critical thinking, ability to notice, and clinical abilities. These methods help the students to gain a thorough understanding of the subject with anticipated instructor input within a useful time limit. Additionally, when educators encourage an environment that prioritises evaluation through active learning techniques, students receive greater benefits
