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OBE vs PBL in Physiotherapy Education

2 juni 2026 bijgewerkt door: 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.

Studie Overzicht

Toestand

Aanmelden op uitnodiging

Conditie

Interventie / Behandeling

Gedetailleerde beschrijving

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.

Studietype

Ingrijpend

Inschrijving (Geschat)

100

Fase

  • Niet toepasbaar

Contacten en locaties

In dit gedeelte vindt u de contactgegevens van degenen die het onderzoek uitvoeren en informatie over waar dit onderzoek wordt uitgevoerd.

Studie Locaties

Deelname Criteria

Onderzoekers zoeken naar mensen die aan een bepaalde beschrijving voldoen, de zogenaamde geschiktheidscriteria. Enkele voorbeelden van deze criteria zijn iemands algemene gezondheidstoestand of eerdere behandelingen.

Geschiktheidscriteria

Leeftijden die in aanmerking komen voor studie

  • Volwassen

Accepteert gezonde vrijwilligers

Ja

Beschrijving

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

Studie plan

Dit gedeelte bevat details van het studieplan, inclusief hoe de studie is opgezet en wat de studie meet.

Hoe is de studie opgezet?

Ontwerpdetails

  • Primair doel: Ander
  • Toewijzing: Gerandomiseerd
  • Interventioneel model: Parallelle opdracht
  • Masker: Enkel

Wapens en interventies

Deelnemersgroep / Arm
Interventie / Behandeling
Experimenteel: 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.
Gedragsmatig: 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.
Experimenteel: 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.
Gedragsmatig: Outcome-Based Education
An outcome-based education (OBE) approach structured according to predefined learning outcomes, aligned teaching activities, and targeted competencies.

Wat meet het onderzoek?

Primaire uitkomstmaten

Uitkomstmaat
Maatregel Beschrijving
Tijdsspanne
Cognitive Load
Tijdsspanne: 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
Tijdsspanne: 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

Secundaire uitkomstmaten

Uitkomstmaat
Maatregel Beschrijving
Tijdsspanne
Student Satisfaction and Learning Experience
Tijdsspanne: 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
Tijdsspanne: 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
Tijdsspanne: 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
Tijdsspanne: 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

Medewerkers en onderzoekers

Hier vindt u mensen en organisaties die betrokken zijn bij dit onderzoek.

Sponsor

Medipol University

Onderzoekers

  • Hoofdonderzoeker: Sıla YILMAZ, Dr. Lect., Medipol University
  • Studie directeur: Gizem ERGEZEN ŞAHİN, Assoc. Prof., Medipol University

Studie record data

Deze datums volgen de voortgang van het onderzoeksdossier en de samenvatting van de ingediende resultaten bij ClinicalTrials.gov. Studieverslagen en gerapporteerde resultaten worden beoordeeld door de National Library of Medicine (NLM) om er zeker van te zijn dat ze voldoen aan specifieke kwaliteitscontrolenormen voordat ze op de openbare website worden geplaatst.

Bestudeer belangrijke data

Studie start (Werkelijk)

4 mei 2026

Primaire voltooiing (Geschat)

31 augustus 2026

Studie voltooiing (Geschat)

30 september 2026

Studieregistratiedata

Eerst ingediend

26 mei 2026

Eerst ingediend dat voldeed aan de QC-criteria

2 juni 2026

Eerst geplaatst (Werkelijk)

4 juni 2026

Updates van studierecords

Laatste update geplaatst (Werkelijk)

4 juni 2026

Laatste update ingediend die voldeed aan QC-criteria

2 juni 2026

Laatst geverifieerd

1 juni 2026

Meer informatie

Termen gerelateerd aan deze studie

Andere studie-ID-nummers

  • E-10840098-50.04-2151

Informatie over medicijnen en apparaten, studiedocumenten

Bestudeert een door de Amerikaanse FDA gereguleerd geneesmiddel

Nee

Bestudeert een door de Amerikaanse FDA gereguleerd apparaatproduct

Nee

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