Background: Lecture is a method of teaching where teacher gives information and the students receive it. Students get less scope to make a point clear (1). Researchers demonstrated that students need to be taught by interactive lectures(2). Frequent discussion interrupted lecture has been preferred as a good method of lecturing in a recent research(3). Interactive lectures are avoided due to time constraints and fear of losing of control over students(4). Objective: To assess the students’ opinion about merits and demerits of ‘Frequent Discussion Embedded Interactive Lecture (FDEIL)’ in learning physiology. Method: This cross-sectional descriptive study was conducted in the Department of Physiology, Noakhali Medical College during March-June’12. By convenient sampling 107 students who attended FDEIL lecture in physiology were enrolled in the study. In FDEIL teachers delivered lecture on a topic for 15-20 minutes and gave a 5-10 minute’s discussion-break among students and teacher. A one-hour lecture was divided into 2-3 lecture-discussion cycles. A questionnaire with statements on merit and demerit of FDEIL was distributed to the participants to response. Permission of the authority and consent of the participants were taken. Data was analyzed by a calculator. Result: The number of students chose the statements as follows; ‘students get opportunity to understand the topic clearly’ 101 (94.4%), ‘students can discuss among them about the topic’ 92 (86%), ‘students can ask question to the teacher before forgotten the critical part, 97 (90.7%), and ‘students do not feel tired’ 58 (54.2%). The number of students who chose the demerits was as follows; ‘students engage in gossiping and chatting’ 59 (55.1%), ‘teacher may lose attention and time’ 34 (31.8%), ‘it kills time’ 21(19.6%), and ‘students attention towards teacher is interrupted’ 18 (16.8%), students. 99(92.5%) students thought FDEIL a good learning system. Conclusion: FDEIL was supported as a good lecturing system for large group teaching in Physiology.