“鱼缸”教学法在神经系统疾病物理治疗实践教学中的应用

目的：探讨“鱼缸”教学法在神经系统疾病物理治疗实践教学中的应用效果。方法：选择44名康复治疗专业学生,随机分为2组各22名。其中观察组采用“鱼缸”教学法,对照组采取PBL教学法。结果：2个月后,观察组在理论和实践考核方面的成绩明显优于对照组（P＜0.05）。观察组实习生在调动学习积极性、提高学习能力、培养临床推理思维、培养批判性思维、提高团队协作能力、提高自身整体能力以及教学满意度这七个方面显著优于对照组（P＜0.05）,2组在提高医患沟通能力、提高师生互动沟通能力、加强理论与实践更好结合这3个方面比较差异无统计学意义。结论：“鱼缸”教学法可显著提升神经系统疾病物理治疗实践教学效果,但仍需不断总结完善以更好地在临床教学中推广应用。

Application of the Fishbowl Teaching Method in the Practical Teaching of Physical Therapy for Neurological Disorders

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.