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.
Descripción general del estudio
Estado
Condiciones
Intervención / Tratamiento
Descripción detallada
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.
Tipo de estudio
Inscripción (Estimado)
Fase
- No aplica
Contactos y Ubicaciones
Ubicaciones de estudio
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Istanbul, Turquía (Türkiye)
- Istanbul Medipol University
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Criterios de participación
Criterio de elegibilidad
Edades elegibles para estudiar
- Adulto
Acepta Voluntarios Saludables
Descripción
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
Plan de estudios
¿Cómo está diseñado el estudio?
Detalles de diseño
- Propósito principal: Otro
- Asignación: Aleatorizado
- Modelo Intervencionista: Asignación paralela
- Enmascaramiento: Único
Armas e Intervenciones
Grupo de participantes/brazo |
Intervención / Tratamiento |
|---|---|
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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.
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A guided problem-based learning (PBL) educational approach involving case-based discussions, structured problem-solving activities, and active student participation under instructor guidance.
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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.
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An outcome-based education (OBE) approach structured according to predefined learning outcomes, aligned teaching activities, and targeted competencies.
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¿Qué mide el estudio?
Medidas de resultado primarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
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Cognitive Load
Periodo de tiempo: Baseline and immediately after completion of the educational intervention
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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.
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Baseline and immediately after completion of the educational intervention
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Motivation-Related Self-Regulated Learning Skills
Periodo de tiempo: Baseline and immediately after completion of the educational intervention
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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.
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Baseline and immediately after completion of the educational intervention
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Medidas de resultado secundarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
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Student Satisfaction and Learning Experience
Periodo de tiempo: Baseline and immediately after completion of the educational intervention
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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.
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Baseline and immediately after completion of the educational intervention
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Perceived Alignment With Learning Outcomes
Periodo de tiempo: Baseline and immediately after completion of the educational intervention
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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.
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Baseline and immediately after completion of the educational intervention
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Attendance Rate
Periodo de tiempo: Immediately after completion of the educational intervention
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Attendance rate will be calculated based on official attendance records and expressed as percentage of participation throughout the educational intervention period.
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Immediately after completion of the educational intervention
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Knowledge Retention
Periodo de tiempo: Baseline and immediately after completion of the educational intervention
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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.
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Baseline and immediately after completion of the educational intervention
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Colaboradores e Investigadores
Patrocinador
Investigadores
- Investigador principal: Sıla YILMAZ, Dr. Lect., Medipol University
- Director de estudio: Gizem ERGEZEN ŞAHİN, Assoc. Prof., Medipol University
Fechas de registro del estudio
Fechas importantes del estudio
Inicio del estudio (Actual)
Finalización primaria (Estimado)
Finalización del estudio (Estimado)
Fechas de registro del estudio
Enviado por primera vez
Primero enviado que cumplió con los criterios de control de calidad
Publicado por primera vez (Actual)
Actualizaciones de registros de estudio
Última actualización publicada (Actual)
Última actualización enviada que cumplió con los criterios de control de calidad
Última verificación
Más información
Términos relacionados con este estudio
Otros números de identificación del estudio
- E-10840098-50.04-2151
Información sobre medicamentos y dispositivos, documentos del estudio
Estudia un producto farmacéutico regulado por la FDA de EE. UU.
Estudia un producto de dispositivo regulado por la FDA de EE. UU.
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