Bobath Instruction in Physiotherapy: Virtual Reality Versus Traditional Methods

NCT07270107 | Completed

• 1 other identifier: KOSTU-25-BOBATH
• Study Type: interventional
• Target: 20
• Locations: 1 country
• Sites: 1

Brief Summary

This randomized controlled trial evaluated the effectiveness of immersive virtual reality (VR)-based instruction compared with traditional face-to-face teaching for delivering the Bobath concept in physiotherapy education. Third-year physiotherapy students were randomly assigned to either VR-based or conventional instruction and completed standardized theoretical and practical assessments immediately after training and again two weeks later. While both instructional methods resulted in comparable short-term learning outcomes, the VR group demonstrated superior retention of practical skills at follow-up. Findings suggest that immersive VR is a feasible and effective educational approach for enhancing motor skill learning in neurophysiological rehabilitation training.

Conditions

Virtual Reality; Physical Therapy; Education; Neurorehabilitation

Keywords

Neurorehabilitation; Immersive virtual reality; Objective Structured Clinical Examination; Digital health education

Outcome Measures

Primary Outcomes (2)

• Theoretical Knowledge Score

  Description: The theoretical outcome measure assesses students' understanding of Bobath-based postural control strategies using a 10-item multiple-choice examination. Each correct response is awarded 1 point. Raw scores (0-10) are converted to a 0-100 scale. Score Range: 0-100 Direction: Higher scores indicate better theoretical knowledge. The same standardized test is administered at both assessment points to evaluate learning and retention under the two instructional modalities.

  Post-test at 2 days and retention test at 2 weeks after the intervention

• Practical Performance Score (OSCE)

  Practical skill performance is evaluated using a three-station Objective Structured Clinical Examination (OSCE) assessing Bobath-based postural control strategies. Each station uses a standardized 3-point checklist (0 = not performed, 1 = partially performed, 2 = correctly performed). The combined station scores are converted to a 0-100 scale. Score Range: 0-100 Direction: Higher scores indicate better practical performance. All assessments are video-recorded and independently scored by two blinded evaluators using the same scoring rubric. This metric evaluates both immediate skill acquisition and subsequent retention.

  Post-test at 2 days and retention test at 2 weeks after the intervention

Other Outcomes (2)

• Inter-Rater Reliability of Practical Performance Scores

  At post-test (2 days) and retention (2 weeks)

• Pass/Fail Classification Based on Combined Score

  Post-test at 2 days and retention test at 2 weeks

Study Arms (2)

Face-to-Face Bobath Instruction

ACTIVE COMPARATOR

Participants assigned to the Face-to-Face (F2F) group received a 45-minute instructor-led session consisting of theoretical explanation and practical demonstrations of Bobath-based postural control strategies. The session included live demonstration of facilitation techniques, alignment correction, and trunk control activities. After the instructional segment, students practiced the techniques in small groups under instructor supervision. Content duration, learning objectives, and practice structure were standardized across both study arms.

Other: Traditional instruction

Virtual Reality Bobath Instruction

EXPERIMENTAL

Participants in the Virtual Reality (VR) group received the same 45-minute instructional content through an immersive 360° VR video recorded by the same instructor. The VR session integrated theoretical narration with practical demonstrations of Bobath postural control strategies. Students viewed the session collectively using VR headsets. A structured debriefing followed to reinforce key concepts and allow question clarification. As in the F2F group, students then practiced the techniques in small groups following the session.

Device: Immersive VR headset instruction

Interventions

Traditional instruction OTHER

This intervention delivers Bobath concept education through conventional face-to-face teaching methods. The instructional session includes faculty-led theoretical explanations and live demonstrations delivered in a traditional classroom or laboratory setting. Students receive the standardized content through direct instructor interaction, consistent with customary physiotherapy training practices. All participants subsequently engage in supervised practice to apply the demonstrated concepts.

Face-to-Face Bobath Instruction

Immersive VR headset instruction DEVICE

The study interventions consisted of two educational delivery methods used to teach the Bobath concept in physiotherapy training. Both interventions provided identical learning objectives, theoretical content, and practical demonstration elements related to postural control strategies. The instructional materials were standardized in duration, sequencing, and educational objectives to ensure equivalence across groups. Delivery differed only in format, with one method provided through traditional in-person instruction and the other through immersive virtual reality technology. All students practiced the demonstrated techniques following the instructional component, and no additional instructional materials were provided beyond the assigned modality

Virtual Reality Bobath Instruction

Eligibility Criteria

• Sex: female
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Third-year undergraduate physiotherapy students.
• First-time enrollment in the Neurophysiological Approaches II course.
• No prior training or formal exposure to the Bobath concept.
• System Usability Scale (SUS) score classified as A+ (96-100 percentile). -Ability to participate in VR or face-to-face instruction as assigned.- Voluntary participation with provision of written informed consent.-

You may not qualify if:

• History of medical conditions contraindicating VR use (e.g., vestibular disorders, migraine, epilepsy).
• Prior experience, certification, or coursework related to the Bobath concept.
• Failure to provide informed consent.
• Any condition that may limit safe participation in the educational session or assessments.

Sponsors & Collaborators

• Kocaeli Sağlık ve Teknoloji Üniversitesi: lead

Study Sites (1)

Kocaeli Health and Technology University

Kocaeli, Turkey (Türkiye)

Location

Study Officials

• Hatice Sena Çınarlı

  Kocaeli University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: This study used a single-blind design in which outcome assessors were blinded to group allocation. Participants, care providers, and investigators were not blinded due to the nature of the educational intervention."
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Asisstant Professor

Model Details: This study used a two-arm, parallel-group, single-blind randomized controlled trial design comparing immersive virtual reality-based instruction with traditional face-to-face education for teaching the Bobath concept to physiotherapy students. Participants were randomly allocated in a 1:1 ratio, and blinded evaluators conducted all theoretical and practical assessments at post-test and retention time points.

Study Record Dates

• First Submitted: November 22, 2025
• First Posted: December 8, 2025
• Study Start: May 1, 2025
• Primary Completion: May 28, 2025
• Study Completion: June 30, 2025
• Last Updated: December 8, 2025

Record last verified: 2025-11

Locations

TU (1)