Effectiveness of the fishbowl teaching technique compared with traditional seminar-based learning among postgraduate biochemistry students: A quasi-experimental study

Background: Traditional seminars often limit active participation, whereas learner-centered methods like the Fishbowl technique promote interaction and engagement. This study evaluates its effectiveness in improving learning outcomes among postgraduate Biochemistry students.Objectives: To compare the effectiveness of the seminar method and the Fishbowl teaching technique among postgraduate Biochemistry students based on pre- and post-test learning outcomes. To assess net learning gain and student perceptions (engagement, interest, and understanding).Materials and Methods: A quasi-experimental study was conducted among 27 postgraduate Biochemistry students in November 2025. Participants were allocated to Group A (seminar, n = 13) and Group B (Fishbowl, n = 14). The fishbowl group was organized into inner and outer circles with role rotation. Pre- and post-tests were conducted using a validated questionnaire. Learning gain was calculated, and student perceptions were assessed using a 5-point Likert scale.Results: Both groups showed significant improvement in post-test scores (p < 0.005). The Fishbowl group demonstrated a higher mean gain (+36.3%) compared to the seminar group (+17.3%). A greater proportion of students in the Fishbowl group achieved high learning gain (≥ 7 marks). Over 80% reported improved engagement, perceived retention, and satisfaction.Conclusion: The Fishbowl technique was more effective than the seminar method in improving learning outcomes and engagement.