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OBE vs PBL in Physiotherapy Education

2 giugno 2026 aggiornato da: Sıla YILMAZ, Medipol University

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.

Panoramica dello studio

Stato

Iscrizione su invito

Condizioni

Intervento / Trattamento

Descrizione dettagliata

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 di studio

Interventistico

Iscrizione (Stimato)

100

Fase

  • Non applicabile

Contatti e Sedi

Questa sezione fornisce i recapiti di coloro che conducono lo studio e informazioni su dove viene condotto lo studio.

Luoghi di studio

Criteri di partecipazione

I ricercatori cercano persone che corrispondano a una certa descrizione, chiamata criteri di ammissibilità. Alcuni esempi di questi criteri sono le condizioni generali di salute di una persona o trattamenti precedenti.

Criteri di ammissibilità

Età idonea allo studio

  • Adulto

Accetta volontari sani

Sì

Descrizione

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

Piano di studio

Questa sezione fornisce i dettagli del piano di studio, compreso il modo in cui lo studio è progettato e ciò che lo studio sta misurando.

Come è strutturato lo studio?

Dettagli di progettazione

  • Scopo principale: Altro
  • Assegnazione: Randomizzato
  • Modello interventistico: Assegnazione parallela
  • Mascheramento: Separare

Armi e interventi

Gruppo di partecipanti / Arm
Intervento / Trattamento
Sperimentale: 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.
Comportamentale: 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.
Sperimentale: 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.
Comportamentale: Outcome-Based Education
An outcome-based education (OBE) approach structured according to predefined learning outcomes, aligned teaching activities, and targeted competencies.

Cosa sta misurando lo studio?

Misure di risultato primarie

Misura del risultato
Misura Descrizione
Lasso di tempo
Cognitive Load
Lasso di tempo: Baseline and immediately after completion of the educational intervention
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
Lasso di tempo: Baseline and immediately after completion of the educational intervention
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

Misure di risultato secondarie

Misura del risultato
Misura Descrizione
Lasso di tempo
Student Satisfaction and Learning Experience
Lasso di tempo: Baseline and immediately after completion of the educational intervention
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
Lasso di tempo: Baseline and immediately after completion of the educational intervention
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
Lasso di tempo: Immediately after completion of the educational intervention
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
Lasso di tempo: Baseline and immediately after completion of the educational intervention
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

Collaboratori e investigatori

Qui è dove troverai le persone e le organizzazioni coinvolte in questo studio.

Sponsor

Medipol University

Investigatori

  • Investigatore principale: Sıla YILMAZ, Dr. Lect., Medipol University
  • Direttore dello studio: Gizem ERGEZEN ŞAHİN, Assoc. Prof., Medipol University

Studiare le date dei record

Queste date tengono traccia dell'avanzamento della registrazione dello studio e dell'invio dei risultati di sintesi a ClinicalTrials.gov. I record degli studi e i risultati riportati vengono esaminati dalla National Library of Medicine (NLM) per assicurarsi che soddisfino specifici standard di controllo della qualità prima di essere pubblicati sul sito Web pubblico.

Studia le date principali

Inizio studio (Effettivo)

4 maggio 2026

Completamento primario (Stimato)

31 agosto 2026

Completamento dello studio (Stimato)

30 settembre 2026

Date di iscrizione allo studio

Primo inviato

26 maggio 2026

Primo inviato che soddisfa i criteri di controllo qualità

2 giugno 2026

Primo Inserito (Effettivo)

4 giugno 2026

Aggiornamenti dei record di studio

Ultimo aggiornamento pubblicato (Effettivo)

4 giugno 2026

Ultimo aggiornamento inviato che soddisfa i criteri QC

2 giugno 2026

Ultimo verificato

1 giugno 2026

Maggiori informazioni

Termini relativi a questo studio

Altri numeri di identificazione dello studio

  • E-10840098-50.04-2151

Informazioni su farmaci e dispositivi, documenti di studio

Studia un prodotto farmaceutico regolamentato dalla FDA degli Stati Uniti

No

Studia un dispositivo regolamentato dalla FDA degli Stati Uniti

No

Queste informazioni sono state recuperate direttamente dal sito web clinicaltrials.gov senza alcuna modifica. In caso di richieste di modifica, rimozione o aggiornamento dei dettagli dello studio, contattare register@clinicaltrials.gov. Non appena verrà implementata una modifica su clinicaltrials.gov, questa verrà aggiornata automaticamente anche sul nostro sito web .

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