| Objective: To explore the application effectiveness of the fishbowl teaching method in the practical teaching of physical therapy for neurological disorders. Methods: A total of 44 rehabilitation therapy students were selected. They were randomly divided into an experimental group (22 participants) and a control group (22 participants). The experimental group utilized the fishbowl teaching method, while the control group employed the Problem-Based Learning (PBL) teaching method. Results: After two months, the experimental group exhibited significantly better scores in both theoretical and practical assessments than the control group (P<0.05). The experimental group demonstrated significant advantages over the control group in terms of stimulating learning enthusiasm, improving learning abilities, fostering clinical reasoning skills, cultivating critical thinking, enhancing teamwork, improving overall competence, and satisfaction with teaching (P<0.05). However, no significant differences were observed in improving doctor-patient communication skills, enhancing teacher-student interactive communication, and better integrating theory with practice. Conclusion: The fishbowl teaching method can significantly enhance the effectiveness of practical teaching in physical therapy of neurological disorders. However, continuous refinement is needed to better promote its application in clinical teaching. |
