This interventional study was designed to evaluate the effectiveness of Buzz Session teaching in large groups and assess undergraduate medical students' perceptions of the Buzz Session teaching method. The study involved 100 first-year MBBS students divided into two groups, i.e., Buzz session (Group I) and didactic lecture(Group II). The topic "Physiology of the Cerebellum" was taught to group I through a Buzz session and to Group II through a didactic lecture. After a week, group-I received a didactic lecture on the topic "Anterolateral pathway in the spinal cord," whereas group II was taught by a Buzz session. After the training sessions, students in both groups were evaluated for each topic using the MCQ exam immediately and again at 15 days. All students were provided feedback on a 5-point Likert scale for Buzz session. According to students' perceptions, Buzz session boosted communication skills and confidence levels by 94.8% and 96.3%, respectively. 93.7% of students felt that the Buzz session helped them retain more information and 94.1% thought they made the classroom environment more lively. More Buzz sessions were desired by 94.8% of the participants. There was no significant difference in the marks gained for the acquired topics using the teaching methods (p> 0.05). After the Buzz session, the marks score was significantly higher on the test than on the didactic lecture at 15 days of instruction (p<0.05). The study concluded that students enjoyed Buzz session teaching method. The Buzz session increased short-term retention.