Набор по приглашению NCT07627776

OBE vs PBL in Physiotherapy Education

Без фазы С лечением Education Problem-based Learning

Ориентир для пациента и семьи

Простыми словами

Автоматическая сводка по структурированным данным реестра. Она помогает сориентироваться, но не заменяет официальный протокол или оценку врача.

Что изучают: В протоколе указаны: Problem-Based Learning, Outcome-Based Education.
Кому может быть актуально: Состояния в реестре: Education, Problem-based Learning. Базовые параметры: 18 лет — 25 лет · Все.
Что важно проверить: Возраст, диагноз и пол — только базовые ориентиры. Предыдущее лечение, анализы и другие обязательные условия указаны ниже в критериях участия.
Где проводится: Turkey (Türkiye)
Следующий шаг: Сохраните исследование, покажите его лечащему врачу и уточните актуальный статус у исследовательского центра. Расходы, документы и поездка →

Не всё понятно в терминах? Прочитайте наш гид для пациентов →

Официальное название

Comparison of Outcome-Based Education and Problem-Based Learning in Undergraduate Physiotherapy Education

Обзор

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.

Подробное описание

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.

Вмешательства

Поведенческое 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.
Поведенческое Outcome-Based Education
An outcome-based education (OBE) approach structured according to predefined learning outcomes, aligned teaching activities, and targeted competencies.

Первичные конечные точки

Cognitive Load [Срок оценки: Baseline and immediately after completion of the educational intervention]
Motivation-Related Self-Regulated Learning Skills [Срок оценки: Baseline and immediately after completion of the educational intervention]

Вторичные конечные точки (4)

Student Satisfaction and Learning Experience [Срок оценки: Baseline and immediately after completion of the educational intervention]
Perceived Alignment With Learning Outcomes [Срок оценки: Baseline and immediately after completion of the educational intervention]
Attendance Rate [Срок оценки: Immediately after completion of the educational intervention]
Knowledge Retention [Срок оценки: Baseline and immediately after completion of the educational intervention]

Критерии участия

Критерии включения

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