Comparison of Peer Role-Playing-Based Simulation With Case-Based Learning in Physical Therapy Education
For patients and families
In plain language
An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.
- What is being studied
- The protocol lists: Peer Role-Play Simulation (PRPS), Traditional Case-Based Learning (CBL).
- Who it may be relevant to
- Registry conditions: Physiotherapy and Rehabilitation, Clinical Reasoning, Simulation Based Learning, Student Education. Basic parameters: 18 years — 30 years · All.
- What needs checking
- Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
- Where it takes place
- Center list to be confirmed — check the primary protocol.
- Next step
- Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →
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Official title
A Semi-Experimental Comparison of Peer Role-Playing-Based Simulation With Case-Based Learning in Physical Therapy Undergraduate Education
Overview
This study primarily aims to evaluate the impact of a 12-week peer role-play simulation model on the professional development of undergraduate physiotherapy students. Unlike traditional teacher-led case discussions, this study explores the effect of active participation in clinical scenarios, in which students alternate between the roles of 'clinician' and 'patient', on their academic achievement, self-efficacy and perceived clinical readiness. Specifically, the study aims to determine whether this interactive, low-cost pedagogical approach is a superior alternative to conventional lecture-based methods for preparing students for real-world clinical environments, particularly in high-enrolment academic settings.
Detailed description
The rapid expansion of physiotherapy education in Turkey has led to a number of significant systemic challenges, including limited clinical placement opportunities and a lack of standardised clinical supervision. Although simulation-based education (SBE) is recognised worldwide as an effective way of bridging the gap between theoretical knowledge and hands-on practice, its integration into Turkish physiotherapy curricula is inconsistent.
Peer role-play simulation offers a sustainable and cost-effective solution for large student cohorts. By simulating complex or high-risk clinical encounters in a controlled environment, students can practise decision-making and communication skills without endangering patient safety. Furthermore, experiencing the 'patient' perspective is hypothesised to enhance empathy and foster a patient-centred mindset.
This comparative study evaluates a 12-week 'Clinical Problem Solving' course delivered through two instructional models.
Experimental Group: Utilises a structured, multi-session peer role-play simulation framework, followed by formal debriefing sessions.
Control group: Receives traditional, case-based lecture instruction, focusing on passive learning and theoretical discussion.
The research seeks to determine whether peer simulation leads to statistically significant improvements compared to traditional methods. The investigation focuses on three key areas:
Academic performance: Assessed via end-of-term written examinations to measure knowledge retention and application.
Self-efficacy: This is measured through validated scales to track changes in students' confidence in their clinical abilities.
Clinical Readiness: This is measured through validated scales to track changes in students' confidence in their clinical abilities.
Clinical Readiness: Evaluated via pre- and post-intervention testing to determine students' perceived preparedness for clinical internships.
It is hypothesised that the interactive nature of peer simulation combined with reflective debriefing will result in higher self-efficacy and superior clinical readiness than conventional case-based teaching.
Interventions
- Behavioral Peer Role-Play Simulation (PRPS)
A 12-week educational intervention where students rotate through roles of therapist, patient, and observer in simulated neurological clinical scenarios, followed by structured debriefing sessions. - Behavioral Traditional Case-Based Learning (CBL)
A 12-week pedagogical approach involving independent case analysis of written scenarios, classroom presentations, and video-assisted demonstrations of physiotherapy skills.
Primary outcome measures
- Physiotherapist Self-Efficacy (PSE) Scale Score [Time frame: Baseline (Week 0) and Post-Intervention (Week 12).]
Secondary outcome measures (4)
- Perception of Clinical Readiness and Simulation Experience [Time frame: Baseline (Week 0) and Post-Intervention (Week 12).]
- Case-Based Written Examination: [Time frame: Post-Intervention (Week 13, during finals week).]
- Practical Examination / OSCE (Objective Structured Clinical Examination) [Time frame: Post-Intervention (Week 14, during finals week)]
- Clinical Performance (End of Clinical Placement) [Time frame: Post-Intervention (Week 13, during finals week).]
Eligibility criteria
Inclusion criteria
- Current enrollment as a senior (4th-year) undergraduate student in the Department of Physiotherapy and Rehabilitation at Istanbul Medipol University.
- Active participation in the "Clinical Problem Solving" course.
- Voluntary agreement to participate and signing of the informed consent form.
Exclusion criteria
- Students who have previously taken the "Clinical Problem Solving" course or a similar simulation-based elective.
- Failure to attend more than 20% of the 12-week course sessions.
Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.
Healthy volunteers: Yes
Study design
- Allocation
- Non-randomized
- Model
- Parallel assignment
- Masking
- Single blind
- Primary purpose
- Other
Study locations
Center list to be confirmed — check the primary protocol.
Identifiers
NCT: NCT07541248 · E-10840098-50.04-2152