Modern medical education stresses upon the use of active learning and peer interaction, which improve communication skills, motivation, and acquisition of knowledge. This study aimed to compare the efficacy of fishbowls and student seminars in medical undergraduate students and assess students’ perceptions of them. The study was conducted on 92 undergraduate students of year 2 divided into two groups, with half assigned to the fishbowl method and the remaining to the student seminar. Both groups were divided into smaller groups of 10 each and answered the same multiple-choice questions (MCQs) before and after the learning session. Differences in test scores were compared using the unpaired t-test. Mean ± SD of pre and posttest scores for fishbowl learning were 7 ± 2.19 and 10 ± 2 respectively with a p value of < 0.0001. Mean ± SD of pre and posttest scores for student seminar were 7 ± 2.8 and 10 ± 1.9 respectively with a p value of < 0.0001. Difference between fishbowl learning and student seminars in terms of post-intervention MCQ scores had an effect size of 0 expressed as Cohen’s d. Hence, both learning methods were equally effective in improving academic performance. The overall feedback of most students on both methods of learning was positive.
Kagal et al. (Mon,) studied this question.