| Application of the Fishbowl Teaching Method in the Practical Teaching of Physical Therapy for Neurological Disorders |
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| DOI： |
| EN KeyWords: fishbowl teaching method neurological disorders physical therapy practical teaching |
| Fund Project:国家自然科学基金青年项目 (82302882)；南京医科大学2023年度教育研究课题(2023ZC066) |
| 作者 | 单位 | | 朱兰 | 1.南京医科大学第一附属医院,南京 210029；2.南京医科大学康复医学院,南京 210029 | | 黄思思 | 1.南京医科大学第一附属医院,南京 210029；2.南京医科大学康复医学院,南京 210029 | | 王庆雷 | 南京医科大学康复医学院,南京 210029 | | 季盼盼 | 常州市德安医院,江苏 常州 213004 | | 沈滢 | 1.南京医科大学第一附属医院,南京 210029；2.南京医科大学康复医学院,南京 210029 | | 郭川 | 1.南京医科大学第一附属医院,南京 210029；2.南京医科大学康复医学院,南京 210029 |
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| EN Abstract: |
| 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. |
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