OBE vs PBL in Physiotherapy Education

NCT07627776 | Enrolling By Invitation

• 1 other identifier: E-10840098-50.04-2151
• Study Type: interventional
• Target: 100
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Education; Problem-based Learning

Outcome Measures

Primary Outcomes (2)

• Cognitive Load

  Perceived cognitive load during the learning process will be assessed using the Paas 9-point Mental Effort Rating Scale. Scores range from 1 to 9, with higher scores indicating higher perceived mental effort.

  Baseline and immediately after completion of the educational intervention

• Motivation-Related Self-Regulated Learning Skills

  Motivation-related self-regulated learning skills will be assessed using selected subscales of the Motivated Strategies for Learning Questionnaire (MSLQ). Items are rated on a 7-point Likert scale, with higher scores indicating higher levels of motivation-related self-regulated learning skills.

  Baseline and immediately after completion of the educational intervention

Secondary Outcomes (4)

• Student Satisfaction and Learning Experience

  Baseline and immediately after completion of the educational intervention

• Perceived Alignment With Learning Outcomes

  Baseline and immediately after completion of the educational intervention

• Attendance Rate

  Immediately after completion of the educational intervention

• Knowledge Retention

  Baseline and immediately after completion of the educational intervention

Study Arms (2)

Problem-Based Learning

EXPERIMENTAL

Participants in this group initially receive the same common theoretical instruction as the comparison group. Subsequent educational content is delivered using a guided problem-based learning (PBL) approach involving case-based discussions, structured problem-solving activities, and active participant involvement under instructor guidance.

Behavioral: Problem-Based Learning

Outcome-Based Education

EXPERIMENTAL

Participants in this group initially receive the same common theoretical instruction as the comparison group. Subsequent educational content is delivered using an outcome-based education (OBE) approach structured according to predefined learning outcomes, aligned teaching activities, and targeted competencies.

Behavioral: Outcome-Based Education

Interventions

Problem-Based Learning BEHAVIORAL

A guided problem-based learning (PBL) educational approach involving case-based discussions, structured problem-solving activities, and active student participation under instructor guidance.

Problem-Based Learning

Outcome-Based Education BEHAVIORAL

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

Outcome-Based Education

Eligibility Criteria

• Age: 18 Years - 25 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• 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

You may not qualify if:

• Participating in less than 70% of the educational sessions

Sponsors & Collaborators

• Medipol University: lead

Study Sites (1)

Istanbul Medipol University

Istanbul, Turkey (Türkiye)

Location

Study Officials

• Sıla YILMAZ, Dr. Lect.

  Medipol University

  PRINCIPAL INVESTIGATOR

• Gizem ERGEZEN ŞAHİN, Assoc. Prof.

  Medipol University

  STUDY DIRECTOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: Statistical analyses will be conducted by a statistician blinded to group allocation.
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Dr. Lect.

Study Record Dates

• First Submitted: May 26, 2026
• First Posted: June 4, 2026
• Study Start: May 4, 2026
• Primary Completion (Estimated): August 31, 2026
• Study Completion (Estimated): September 30, 2026
• Last Updated: June 4, 2026

Record last verified: 2026-06

Locations

TU (1)