OBE vs PBL in Physiotherapy 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: Problem-Based Learning, Outcome-Based Education.
- Who it may be relevant to
- Registry conditions: Education, Problem-based Learning. Basic parameters: 18 years — 25 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
- Turkey (Türkiye)
- Next step
- Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →
Unsure about the terms? Read our patient guide →
Official title
Comparison of Outcome-Based Education and Problem-Based Learning in Undergraduate Physiotherapy Education
Overview
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.
Detailed description
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.
Interventions
- Behavioral 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. - Behavioral Outcome-Based Education
An outcome-based education (OBE) approach structured according to predefined learning outcomes, aligned teaching activities, and targeted competencies.
Primary outcome measures
- Cognitive Load [Time frame: Baseline and immediately after completion of the educational intervention]
- Motivation-Related Self-Regulated Learning Skills [Time frame: Baseline and immediately after completion of the educational intervention]
Secondary outcome measures (4)
- Student Satisfaction and Learning Experience [Time frame: Baseline and immediately after completion of the educational intervention]
- Perceived Alignment With Learning Outcomes [Time frame: Baseline and immediately after completion of the educational intervention]
- Attendance Rate [Time frame: Immediately after completion of the educational intervention]
- Knowledge Retention [Time frame: Baseline and immediately after completion of the educational intervention]
Eligibility criteria
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
Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.
Healthy volunteers: Yes
Study design
- Allocation
- Randomized
- Model
- Parallel assignment
- Masking
- Single blind
- Primary purpose
- Other
Study locations
Turkey (Türkiye) · 1 center
- Istanbul Medipol University — Istanbul
Identifiers
NCT: NCT07627776 · E-10840098-50.04-2151