Education, Problem-based Learning
Conditions
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.
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
BEHAVIORALProblem-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.
BEHAVIORALOutcome-Based Education
An outcome-based education (OBE) approach structured according to predefined learning outcomes, aligned teaching activities, and targeted competencies.
Sponsors
Medipol University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Masking description
Statistical analyses will be conducted by a statistician blinded to group allocation.
Eligibility
Sex/Gender
ALL
Age
18 Years to 25 Years
Healthy volunteers
Yes
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
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Cognitive Load | Baseline and immediately after completion of the educational intervention | 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. |
| Motivation-Related Self-Regulated Learning Skills | Baseline and immediately after completion of the educational intervention | 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. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Student Satisfaction and Learning Experience | Baseline and immediately after completion of the educational intervention | Student satisfaction, learning experience, and perceived active participation will be evaluated using a researcher-developed 5-point Likert-type self-report questionnaire. Higher scores indicate higher satisfaction, more positive learning experience, and greater perceived active participation. |
| Perceived Alignment With Learning Outcomes | Baseline and immediately after completion of the educational intervention | Participants' perceptions regarding achievement of predefined learning outcomes will be evaluated using self-assessment items based on Bloom's revised taxonomy. Items are rated on a 5-point Likert scale, with higher scores indicating greater perceived achievement of learning outcomes. |
| Attendance Rate | Immediately after completion of the educational intervention | Attendance rate will be calculated based on official attendance records and expressed as percentage of participation throughout the educational intervention period. |
| Knowledge Retention | Baseline and immediately after completion of the educational intervention | Knowledge retention will be assessed using a researcher-developed 20-item multiple-choice test based on predefined learning outcomes. Total scores range from 0 to 100, with higher scores indicating better knowledge retention. |
Countries
Turkey (Türkiye)
Contacts
PRINCIPAL_INVESTIGATORSıla YILMAZ, Dr. Lect.
Medipol University
STUDY_DIRECTORGizem ERGEZEN ŞAHİN, Assoc. Prof.
Medipol University
Outcome results
None listed