OBE vs PBL in Physiotherapy Education

Comparison of Outcome-Based Education and Problem-Based Learning in Undergraduate Physiotherapy Education

This randomized controlled educational study aims to compare the effects of Outcome-Based Education (OBE) and guided Problem-Based Learning (PBL) approaches on learning processes and learning outcomes in undergraduate physiotherapy education.

Although traditional theoretical instruction is widely used in health professions education, concerns remain regarding the development of clinical reasoning, active learning, and knowledge retention.

OBE and PBL represent two structured educational approaches designed to support competency-based and contextual learning.

Participants are randomly assigned to either an OBE-based instructional group or a guided PBL group. Following a common theoretical foundation provided to all participants, subsequent educational content is delivered according to the assigned pedagogical approach.

The study will evaluate cognitive load, motivation-related self-regulated learning skills, student satisfaction, learning experience, attendance, and knowledge retention.

The findings are expected to contribute to the development of evidence-based educational strategies in physiotherapy and rehabilitation education.

Study Overview

• Status: Enrolling by invitation
• Conditions: Education; Problem-based Learning
• Intervention / Treatment: Behavioral: Problem-Based Learning; Behavioral: Outcome-Based Education

Detailed Description

This randomized controlled educational study is conducted among undergraduate physiotherapy students and focuses on posture-related theoretical and applied educational content.

All participants initially receive a common theoretical foundation including posture, postural alignment, balance-posture relationship, and basic postural assessment approaches prior to implementation of the educational intervention strategies.

Following this common instructional phase, the educational process differs according to the assigned pedagogical approach.

Participants are randomized in a 1:1 ratio to either an Outcome-Based Education (OBE) group or a guided Problem-Based Learning (PBL) group.

In the OBE group, teaching activities and assessment processes are structured according to predefined learning outcomes aligned with Bloom's revised taxonomy.

In the guided PBL group, participants engage in structured case-based discussions and problem-solving activities supported by instructor guidance.

Students are encouraged to analyze clinical scenarios, discuss possible solutions, and apply theoretical knowledge within contextual learning processes.

The study aims to compare the effects of these educational approaches on cognitive load, motivation-related self-regulated learning skills, student satisfaction, learning experience, attendance, and knowledge retention in undergraduate physiotherapy education.

Demographic and educational characteristics, including citizenship, primary language of instruction, grade point average, and previous learning experiences, will be explored as potential factors associated with learning processes and learning outcomes.

Sample size was determined using an a priori power analysis.

• Study Type: Interventional
• Enrollment (Estimated): 100
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Turkey (Türkiye)
  • Istanbul, Turkey (Türkiye)
    • Istanbul Medipol University

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Adult
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• Being enrolled in the educational program in which the intervention is conducted during the study period
• Actively participating in the educational activities during the study period
• Voluntarily agreeing to participate in the study

Exclusion Criteria:

• Participating in less than 70% of the educational sessions
• Having missing data at a level that prevents inclusion in the data analysis

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Other
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Single

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Problem-Based Learning; Participants in this group initially receive the same common theoretical instruction as the comparison group. Subsequent educational content is delivered using a guided problem-based learning (PBL) approach involving case-based discussions, structured problem-solving activities, and active participant involvement under instructor guidance.	Behavioral: Problem-Based Learning; A guided problem-based learning (PBL) educational approach involving case-based discussions, structured problem-solving activities, and active student participation under instructor guidance.
Experimental: Outcome-Based Education; Participants in this group initially receive the same common theoretical instruction as the comparison group. Subsequent educational content is delivered using an outcome-based education (OBE) approach structured according to predefined learning outcomes, aligned teaching activities, and targeted competencies.	Behavioral: Outcome-Based Education; An outcome-based education (OBE) approach structured according to predefined learning outcomes, aligned teaching activities, and targeted competencies.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Cognitive Load	Perceived cognitive load during the learning process will be assessed using the Paas 9-point Mental Effort Rating Scale. Scores range from 1 to 9, with higher scores indicating higher perceived mental effort.	Baseline and immediately after completion of the educational intervention
Motivation-Related Self-Regulated Learning Skills	Motivation-related self-regulated learning skills will be assessed using selected subscales of the Motivated Strategies for Learning Questionnaire (MSLQ). Items are rated on a 7-point Likert scale, with higher scores indicating higher levels of motivation-related self-regulated learning skills.	Baseline and immediately after completion of the educational intervention

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Student Satisfaction and Learning Experience	Student satisfaction, learning experience, and perceived active participation will be evaluated using a researcher-developed 5-point Likert-type self-report questionnaire. Higher scores indicate higher satisfaction, more positive learning experience, and greater perceived active participation.	Baseline and immediately after completion of the educational intervention
Perceived Alignment With Learning Outcomes	Participants' perceptions regarding achievement of predefined learning outcomes will be evaluated using self-assessment items based on Bloom's revised taxonomy. Items are rated on a 5-point Likert scale, with higher scores indicating greater perceived achievement of learning outcomes.	Baseline and immediately after completion of the educational intervention
Attendance Rate	Attendance rate will be calculated based on official attendance records and expressed as percentage of participation throughout the educational intervention period.	Immediately after completion of the educational intervention
Knowledge Retention	Knowledge retention will be assessed using a researcher-developed 20-item multiple-choice test based on predefined learning outcomes. Total scores range from 0 to 100, with higher scores indicating better knowledge retention.	Baseline and immediately after completion of the educational intervention

Collaborators and Investigators

• Sponsor: Medipol University
• Investigators: Principal Investigator: Sıla YILMAZ, Dr. Lect., Medipol University; Study Director: Gizem ERGEZEN ŞAHİN, Assoc. Prof., Medipol University

Study record dates

Study Major Dates

• Study Start (Actual): May 4, 2026
• Primary Completion (Estimated): August 31, 2026
• Study Completion (Estimated): September 30, 2026

Study Registration Dates

• First Submitted: May 26, 2026
• First Submitted That Met QC Criteria: June 2, 2026
• First Posted (Actual): June 4, 2026

Study Record Updates

• Last Update Posted (Actual): June 4, 2026
• Last Update Submitted That Met QC Criteria: June 2, 2026
• Last Verified: June 1, 2026

More Information

Terms related to this study

• Other Study ID Numbers: E-10840098-50.04-2151

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No