Jemds.com Original Article J. Evolution Med. Dent. Sci./ eISSN- 2278-4802, pISSN- 2278-4748/ Vol. 5/ Issue 32/ Apr. 21, 2016 Page 1713 FISH BOWL TEACHING TECHNIQUE FOR II ND YEAR MBBS STUDENTS IN AIMSR Gandham Pavani 1 1 Associate Professor, Department of Microbiology, Apollo Institute of Medical Sciences and Research. 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. KEYWORDS Lecture, Fish Bowl Teaching Technique. HOW TO CITE THIS ARTICLE: Pavani G. Fish bowl teaching technique for II nd year MBBS students in AIMSR. J. Evolution Med. Dent. Sci. 2016;5(32):1713-1715, DOI: 10.14260/jemds/2016/404 INTRODUCTION Medical education is an important factor in the progress of any country. Across the world, increasing attention is being given to the quality of teaching and learning in the Medical Colleges. [1] But many students are not attentive and active during lecture classes in a Medical College. There are many reasons for the same. Some feel that they can read from books, others are busy with electronic gadgets, some are exhausted after their clinical postings. So we need to do something for improving listening activity and active participation of students in classes in a Medical College. The “Fish Bowl” is a teaching strategy that aids in active participation of students. This is a cooperative-learning structure. [2] Spending time on this method is an investment, which will yield a more productive, efficient and engaging classroom environment. Financial or Other, Competing Interest: None. Submission 04-03-2016, Peer Review 31-03-2016, Acceptance 05-04-2016, Published 20-04-2016. Corresponding Author: Dr. Gandham Pavani, Associate Professor, Department of Microbiology, Apollo Institute of Medical Sciences and Research, Jubilee Hills, Hyderabad-500096. E-mail: drpavanic@gmail.com DOI: 10.14260/jemds/2016/404 Moreover, several research studies confirmed that such small group teaching methods should be an important component of undergraduate medical education. [3,4] So the present study was conducted to analyse the utility of Fish Bowl technique of teaching along with lecture in a Medical College. METHODS This study was conducted as a part of the group discussion class in Microbiology Department of AIMSR in January 2015. Initially, a teacher conducted a 20-minute lecture class on candidiasis and cryptococcosis. Following the teachers’ class, the chairs in the class were arranged in two circles, an inner circle and an outer circle; 20 students in the class were divided into two groups according to their roll numbers. The first group of 10 students [Group I] were made to sit in the inner circle, who were called fish were given a topic for discussion based on the teachers’ lecture. They were instructed to hold a discussion with the representative members of their group. The students were acquainted with the rules of the fish before the Fish Bowl discussion, i.e. each speaker’s idea should be stated and supported with evidence from the lecture if others in the group agree with the speaker; then they shall offer additional evidence to support the idea and if others disagree with the speaker they should offer evidence to support their point.