Comparison of Peer Role-Playing-Based Simulation With Case-Based Learning in Physical Therapy Education

NCT07541248 | Not Yet Recruiting

• 1 other identifier: E-10840098-50.04-2152
• Study Type: interventional
• Target: 200
• Locations: 0 countries
• Sites: N/A

Brief Summary

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.

Conditions

Physiotherapy and Rehabilitation; Clinical Reasoning; Simulation Based Learning; Student Education

Keywords

Physiotherapy Education; Clinical Reasoning; Simulation-Based Learning; Clinical Competence; Peer Role-Play; Health Profession Students; Self-Efficacy

Outcome Measures

Primary Outcomes (1)

• Physiotherapist Self-Efficacy (PSE) Scale Score

  Evaluation of students' perceived competence in clinical problem-solving, planning, and communication across three domains: neurological, musculoskeletal, and cardiopulmonary. The scale consists of 13 items scored on a 5-point Likert scale (1 = "very little confidence" to 5 = "very much confidence"). Higher scores indicate higher self-efficacy.

  Baseline (Week 0) and Post-Intervention (Week 12).

Secondary Outcomes (4)

• Perception of Clinical Readiness and Simulation Experience

  Baseline (Week 0) and Post-Intervention (Week 12).

• Case-Based Written Examination:

  Post-Intervention (Week 13, during finals week).

• Practical Examination / OSCE (Objective Structured Clinical Examination)

  Post-Intervention (Week 14, during finals week)

• Clinical Performance (End of Clinical Placement)

  Post-Intervention (Week 13, during finals week).

Study Arms (2)

Peer Role-Play Simulation (PRPS)

EXPERIMENTAL

Participants will engage in a 12-week structured peer role-play simulation program. The intervention focuses on neurological pathologies using scenarios. Each weekly session (120 minutes) follows a three-phase experiential learning model: Pre-briefing (30 min): Facilitator-guided case analysis and clinical reasoning setup using structured forms. Simulation (60 min): Active role-playing in a simulated clinic. Groups of 10 are split into subgroups (n=5) where students rotate through roles: Lead Therapist, Assistant, Patient, and Observer. Rotations occur every 15 minutes to ensure multi-perspective exposure. Debriefing (30 min): Reflective discussion involving self-assessment, peer feedback, and facilitator guidance focusing on clinical reasoning, safety, and professional communication.

Behavioral: Peer Role-Play Simulation (PRPS)

Traditional Case-Based Learning (CBL)

ACTIVE COMPARATOR

Participants in the control group will follow a standardized Case-Based Learning (CBL) methodology. To ensure comparability, this group will address the same clinical neurological scenarios as the experimental group but through a traditional pedagogical framework. Students will receive the written clinical cases one week in advance to conduct literature reviews, identify problem lists, set therapeutic goals, and justify intervention plans. During the weekly session, students will present their case analyses. The instructor will facilitate structured discussions to refine clinical reasoning. Students will supplement their presentations with video recordings of practical physiotherapy intervention demonstrations. These demonstrations will then be reviewed and discussed in a classroom setting.

Behavioral: Traditional Case-Based Learning (CBL)

Interventions

Peer Role-Play Simulation (PRPS) BEHAVIORAL

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.

Peer Role-Play Simulation (PRPS)

Traditional Case-Based Learning (CBL) BEHAVIORAL

A 12-week pedagogical approach involving independent case analysis of written scenarios, classroom presentations, and video-assisted demonstrations of physiotherapy skills.

Traditional Case-Based Learning (CBL)

Eligibility Criteria

• Age: 18 Years - 30 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• 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.

You may not qualify if:

• 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.

Sponsors & Collaborators

• Istanbul Medipol University Hospital: lead

Central Study Contacts

Gizem Yılmaz Babacan

CONTACT

+905359635038; gizem.yilmaz1@medipol.edu.tr

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Study Record Dates

• First Submitted: April 14, 2026
• First Posted: April 21, 2026
• Study Start: May 1, 2026
• Primary Completion (Estimated): May 15, 2026
• Study Completion (Estimated): July 1, 2026
• Last Updated: April 21, 2026

Record last verified: 2026-04

Data Sharing

• IPD Sharing: Will not share