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.
研究概览
详细说明
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.
研究类型
注册 (估计的)
阶段
- 不适用
联系人和位置
学习地点
-
-
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Istanbul、土耳其（türkiye）
- Istanbul Medipol University
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-
参与标准
资格标准
适合学习的年龄
- 成人
接受健康志愿者
描述
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
学习计划
研究是如何设计的？
设计细节
- 主要用途：其他
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：单身的
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
|
实验性的：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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|
实验性的：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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研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Cognitive Load
大体时间：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.
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Baseline and immediately after completion of the educational intervention
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Motivation-Related Self-Regulated Learning Skills
大体时间：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
|
次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Student Satisfaction and Learning Experience
大体时间：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
大体时间：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.
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Baseline and immediately after completion of the educational intervention
|
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Attendance Rate
大体时间：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
大体时间：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.
|
Baseline and immediately after completion of the educational intervention
|
合作者和调查者
调查人员
- 首席研究员：Sıla YILMAZ, Dr. Lect.、Medipol University
- 研究主任：Gizem ERGEZEN ŞAHİN, Assoc. Prof.、Medipol University
研究记录日期
研究主要日期
学习开始 (实际的)
初级完成 (估计的)
研究完成 (估计的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
与本研究相关的术语
其他研究编号
- E-10840098-50.04-2151
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