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Engaging students by providing active learning opportunities is desired to enhance knowledge acquisition (Hattie, 1992).Interactive activities including presenting questions during didactic sessions provides an active learning opportunity, but it has been demonstrated that only a few students may respond while others maintain a passive role, choosing not to participate (Buck, 1997).The lectures were reviewed, and the number of unsolicited student questions requiring material synthesis, application, and critical thinking after the initial required question from the selected student were counted.