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.
調査の概要
詳細な説明
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.
研究の種類
入学 (推定)
段階
- 適用できない
連絡先と場所
研究場所
-
-
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Istanbul、トルコ（Türkiye）
- Istanbul Medipol University
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-
参加基準
適格基準
就学可能な年齢
- 大人
健康ボランティアの受け入れ
説明
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
研究計画
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：他の
- 割り当て：ランダム化
- 介入モデル：並列代入
- マスキング：独身
武器と介入
参加者グループ / アーム |
介入・治療 |
|---|---|
|
実験的：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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|
実験的：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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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
|
Cognitive Load
時間枠：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
時間枠：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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二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
|
Student Satisfaction and Learning Experience
時間枠：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.
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Baseline and immediately after completion of the educational intervention
|
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Perceived Alignment With Learning Outcomes
時間枠：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
時間枠：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
時間枠：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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協力者と研究者
スポンサー
捜査官
- 主任研究者：Sıla YILMAZ, Dr. Lect.、Medipol University
- スタディディレクター：Gizem ERGEZEN ŞAHİN, Assoc. Prof.、Medipol University
研究記録日
主要日程の研究
研究開始 (実際)
一次修了 (推定)
研究の完了 (推定)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (実際)
学習記録の更新
投稿された最後の更新 (実際)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
本研究に関する用語
その他の研究ID番号
- E-10840098-50.04-2151
医薬品およびデバイス情報、研究文書
米国FDA規制医薬品の研究
米国FDA規制機器製品の研究
この情報は、Web サイト clinicaltrials.gov から変更なしで直接取得したものです。研究の詳細を変更、削除、または更新するリクエストがある場合は、register@clinicaltrials.gov。 までご連絡ください。 clinicaltrials.gov に変更が加えられるとすぐに、ウェブサイトでも自動的に更新されます。