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.
연구 개요
상세 설명
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.
연구 유형
등록 (추정된)
단계
- 해당 없음
연락처 및 위치
연구 장소
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Istanbul, 터키 (Türkiye)
- Istanbul Medipol University
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참여기준
자격 기준
공부할 수 있는 나이
- 성인
건강한 자원 봉사자를 받아들입니다
설명
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
공부 계획
연구는 어떻게 설계됩니까?
디자인 세부사항
- 주 목적: 다른
- 할당: 무작위
- 중재 모델: 병렬 할당
- 마스킹: 하나의
무기와 개입
참가자 그룹 / 팔 |
개입 / 치료 |
|---|---|
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실험적: 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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실험적: 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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연구는 무엇을 측정합니까?
주요 결과 측정
결과 측정 |
측정값 설명 |
기간 |
|---|---|---|
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Cognitive Load
기간: 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
기간: 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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2차 결과 측정
결과 측정 |
측정값 설명 |
기간 |
|---|---|---|
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Student Satisfaction and Learning Experience
기간: 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
기간: 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
기간: 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
기간: 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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공동 작업자 및 조사자
수사관
- 수석 연구원: Sıla YILMAZ, Dr. Lect., Medipol University
- 연구 책임자: Gizem ERGEZEN ŞAHİN, Assoc. Prof., Medipol University
연구 기록 날짜
연구 주요 날짜
연구 시작 (실제)
기본 완료 (추정된)
연구 완료 (추정된)
연구 등록 날짜
최초 제출
QC 기준을 충족하는 최초 제출
처음 게시됨 (실제)
연구 기록 업데이트
마지막 업데이트 게시됨 (실제)
QC 기준을 충족하는 마지막 업데이트 제출
마지막으로 확인됨
추가 정보
이 연구와 관련된 용어
기타 연구 ID 번호
- E-10840098-50.04-2151
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