Comparing Fishbowl and Didactic Teaching-learning methods in Physiotherapy Education: Effects on Cognitive and Affective Domains

Abstract

Purpose
The Fishbowl technique is an active, collaborative learning approach. In Physiotherapy education, where multidisciplinary teamwork is essential, students need structured collaborative learning experiences to develop core clinical competencies and prepare for future professional roles. This study aimed to evaluate the effectiveness of the Fishbowl method in enhancing knowledge, attitudes, and professional skills among undergraduate Physiotherapy students.

Design/methodology/approach
A randomized controlled study was conducted with 100 Bachelor of Physiotherapy (Semester IV) students. Participants were assigned to a control group (n = 50), receiving traditional didactic instruction, or an intervention group (n = 50), participating in Fishbowl-based learning sessions. Pre- and post-test questionnaires measured cognitive and affective learning outcomes, while post-intervention feedback was collected from students and faculty regarding engagement, communication, and collaborative skill development.

Findings
Students in the Fishbowl group demonstrated significantly greater improvements in both cognitive and affective domains compared to the control group (p < 0.05). Student feedback highlighted enhanced conceptual understanding, communication skills, and active participation, while faculty reported increased engagement, meaningful peer learning, and development of professional competencies.

Practical implications
The Fishbowl method can be incorporated into Physiotherapy curricula to promote active, collaborative learning, strengthen communication and teamwork skills, and support the development of core clinical competencies.

Originality/value
This study provides empirical evidence that the Fishbowl technique is an effective student-centered strategy in Physiotherapy education, producing gains in cognitive and affective outcomes, and offering a scalable model for fostering collaborative skills in health professional training.