FISH BOWL TEACHING TECHNIQUE FOR II ND YEAR MBBS STUDENTS IN AIMSR
Journal Title: Journal of Evolution of Medical and Dental Sciences - Year 2016, Vol 5, Issue 32
Abstract
BACKGROUND Many students are not attentive and active during lecture classes in a Medical College. There are a variety of ways to engage students in the classroom that complement the lecture material by initiating, supplementing and/or reinforcing the content of the day. One such method is Fish Bowl discussion. The present study was conducted to analyse the use of fish bowl technique of teaching along with lecture in a medical college. MATERIALS AND METHODS A teacher conducted a 20-minute lecture class followed by a Fish Bowl discussion for 30 minutes. For Fish Bowl, the students in the class were divided into two groups. Group I were given a topic for discussion based on the teachers’ lecture. Group II were asked to observe the Group I. Later the task given to Group I and Group II were reversed. During the discussion, the teacher guided the participants when needed and moderated the discussion. The two group discussions were followed by plenary presentation. The total time allotted for Fish Bowl was for 30 minutes. At the end of the two sessions, feedback was taken from the students about their views on Fish Bowl teaching technique. RESULTS Lecture with Fish Bowl discussions stimulated interest in the class in 95% of the students; 90% of the students were able to retain information better with ‘Lecture with Fish Bowl’ and 10% students felt that lecture alone was better; 95% of the students were more satisfied with ‘Lecture along with Fish Bowl’ when compared to lecture alone. Combination of teaching methods (Lecture with Fish Bowl) was liked by 90% of our students rather than a single method of teaching (Lecture alone) which was liked by only 10% of the students. CONCLUSION Lecture with Fish Bowl is more effective than lecture alone. Combination of lecture and Fish Bowl is a better satisfying teaching technique for the students when compared to lecture alone.
Authors and Affiliations
Gandham
Keywords
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- EP ID EP144101
- DOI 10.14260/jemds/2016/404
- Views 80
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