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Teaching a fishbowl tutorial: sink or swim?

Ruth Sutherland1, Katharine Reid, David Kok

  • 1Medical Education Unit, The University of Melbourne, Victoria, Australia. r.sutherland@unimelb.edu.au

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|March 13, 2012
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Summary
This summary is machine-generated.

This study developed guidelines for teaching medical interviewing skills using the fishbowl method. Participant preferences were assessed to create a structured approach for medical education.

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Area of Science:

  • Medical Education
  • Clinical Skills Training
  • Pedagogy

Background:

  • The fishbowl method is a small group teaching technique.
  • It is used to teach medical interviewing skills with students, simulated patients (SPs), and tutors.
  • There is limited evidence on structuring fishbowl tutorials effectively.

Purpose of the Study:

  • To develop evidence-based guidelines for teaching medical interviewing skills using the fishbowl method.
  • To assess participant preferences (students, tutors, SPs) for optimal tutorial structure.
  • To enhance the effectiveness of fishbowl-based medical training.

Main Methods:

  • Assessed participant preferences through questionnaires.
  • Focused on key areas of difficulty identified in SP and tutor training.
  • Gathered opinions from students, tutors, and simulated patients.

Main Results:

  • High consistency in preferences was found across all participant groups.
  • A set of guidelines for running fishbowl tutorials was successfully developed.
  • The process demonstrated acceptability and simplicity for all involved.

Conclusions:

  • The developed guidelines are suitable for the institution's teaching program.
  • Gauging participant opinion is an effective method for creating teaching guidelines.
  • Further research is needed to confirm if guidelines improve student satisfaction.