Premium
Fishbowl As Pedagogical Innovation In Anatomy Teaching
Author(s) -
Santos Cerqueira Gilberto,
Silva Renata Souza e S.,
Santos Silva José Mariedson,
Naconecy de Souza Horst S.,
Pimenta Bindá Helder S.,
Silva Ivan do Nascimento,
Silva Teixeira Cláudio S.,
Maria Silvio Morano Domingos Antonio Clemente S.
Publication year - 2022
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2022.36.s1.0r412
Subject(s) - mathematics education , class (philosophy) , test (biology) , psychology , medical education , computer science , medicine , biology , artificial intelligence , paleontology
The Fishbowl is an active teaching methodology whose group discussion format promotes dialogue and exchange of experience among session students and allows everyone to have an equal chance to express their opinions and views during class. So, we use this method to teach endocrine system anatomy to undergraduate students. However, there is little evidence of the use of this methodology to guide teachers on the best way to implement the Fishbowl in teaching anatomy. Based on these premises, the objective of this work was to report our experience based on the use of the Fishbowl technique in the teaching and learning process of the anatomy of the endocrine system. A quasi‐experimental study with a quantitative approach was carried out with students from the discipline of anatomy of the endocrine system. The technique used was the open fishbowl in online mode. For data analysis, we used the relative frequency and the Mann Whitney test with the aid of the Graph Pad Prism version 7.0 program, with the data with a value of p<0.05 being considered significant. It was observed that there was no statistically significant difference between the participants' ages (p>0.05). In our studies, we found that Fishbowl was more effective for teaching undergraduate anatomy than traditional teaching (p<0.05). The Fishbowl proved to be a satisfactory teaching technique for students when compared to the traditional class. We found that students who participated in the Fishbowl got statistically significantly more questions on the test when compared to students in traditional education (p<0.05). It was found that the Fishbowl allowed the educational process to be carried out with greater interaction in a more playful way. In addition, students became protagonists in the teaching and learning process, participating more effectively in classes. Thus, the Fishbowl becomes another active tool in the process of teaching and learning anatomy.