Physiotherapy and RehabilitationNCT07541248
Comparison of Peer Role-Playing-Based Simulation With Case-Based Learning in Physical Therapy Education
A study testing Peer Role-Play Simulation (PRPS) and Traditional Case-Based Learning (CBL) in people with Physiotherapy and Rehabilitation and Clinical Reasoning, run by Istanbul Medipol University Hospital.
Trial 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… Read more about this study
- Who is it for?
- Ages 18 to 30 yearsHealthy volunteers can take part
- Conditions the study is for
- Physiotherapy and Rehabilitation, Clinical Reasoning, Simulation Based Learning
- What is being tested?
- Peer Role-Play Simulation (PRPS) and Traditional Case-Based Learning (CBL)
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 200 participants
- Where
- No sites listed yet
- Study dates
- 1 May 2026to 1 Jul 2026
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 to 30 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- 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.
Who cannot join
- 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.
Trial locations and contacts
No sites are listed yet. Contact the study team or a site near you to ask about taking part.
About this study
Official title: A Semi-Experimental Comparison of Peer Role-Playing-Based Simulation With Case-Based Learning in Physical Therapy Undergraduate Education
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.
Read the detailed description
The rapid expansion of physiotherapy education in Turkey has led to a number of significant systemic challenges, including limited clinical placement opportunities and a lack of standardised clinical supervision. Although simulation-based education (SBE) is recognised worldwide as an effective way of bridging the gap between theoretical knowledge and hands-on practice, its integration into Turkish physiotherapy curricula is inconsistent.
Peer role-play simulation offers a sustainable and cost-effective solution for large student cohorts. By simulating complex or high-risk clinical encounters in a controlled environment, students can practise decision-making and communication skills without endangering patient safety. Furthermore, experiencing the 'patient' perspective is hypothesised to enhance empathy and foster a patient-centred mindset.
This comparative study evaluates a 12-week 'Clinical Problem Solving' course delivered through two instructional models.
Experimental Group: Utilises a structured, multi-session peer role-play simulation framework, followed by formal debriefing sessions.
Control group: Receives traditional, case-based lecture instruction, focusing on passive learning and theoretical discussion.
The research seeks to determine whether peer simulation leads to statistically significant improvements compared to traditional methods. The investigation focuses on three key areas:
Academic performance: Assessed via end-of-term written examinations to measure knowledge retention and application.
Self-efficacy: This is measured through validated scales to track changes in students' confidence in their clinical abilities.
Clinical Readiness: This is measured through validated scales to track changes in students' confidence in their clinical abilities.
Clinical Readiness: Evaluated via pre- and post-intervention testing to determine students' perceived preparedness for clinical internships.
It is hypothesised that the interactive nature of peer simulation combined with reflective debriefing will result in higher self-efficacy and superior clinical readiness than conventional case-based teaching.
- Conditions
- Physiotherapy and Rehabilitation, Clinical Reasoning, Simulation Based Learning, Student Education
- Being tested
- Peer Role-Play Simulation (PRPS), Traditional Case-Based Learning (CBL)
- Keywords
- Physiotherapy Education, Clinical Reasoning, Simulation-Based Learning, Clinical Competence, Peer Role-Play, Health Profession Students, Self-Efficacy
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Peer Role-Play Simulation (PRPS)Behavioural
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.
Traditional Case-Based Learning (CBL)Behavioural
A 12-week pedagogical approach involving independent case analysis of written scenarios, classroom presentations, and video-assisted demonstrations of physiotherapy skills.
| Study group | Role | What they receive |
|---|---|---|
| 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. Receives: 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. Receives: Behavioral: Traditional Case-Based Learning (CBL) |
What is being measured
The primary outcome is the main question the study is designed to answer.
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.
Measured: Baseline (Week 0) and Post-Intervention (Week 12).
Secondary outcomes (4)
Perception of Clinical Readiness and Simulation Experience
Measured using a 10-item self-report questionnaire focusing on communication, clinical reasoning, and preparedness for practice. Items are scored on a 0-10 Visual Analog Scale (VAS) (0 = "strongly disagree" to 10 = "strongly agree").
Measured: Baseline (Week 0) and Post-Intervention (Week 12).
Case-Based Written Examination:
A standardized written examination will be administered at the end of the semester to assess students' ability to apply theoretical knowledge (knowledge application) and their clinical reasoning skills. The examination will be based on a novel clinical case scenario that has not been previously discussed in class. Students will be required to demonstrate their ability to assess the patient, select appropriate measurement methods, interpret clinical findings, and plan evidence-based physiotherapy interventions in written form.
Measured: Post-Intervention (Week 13, during finals week).
Practical Examination / OSCE (Objective Structured Clinical Examination)
Measured: Post-Intervention (Week 14, during finals week)
Clinical Performance (End of Clinical Placement)
To evaluate the extent to which students transfer their acquired knowledge and skills to real clinical settings (transfer to practice), the Assessment of Physiotherapy Practice (APP) will be used in accordance with approaches recommended in the literature (Ryall et al., 2022; Jones \& Sheppard, 2011). Students' overall clinical performance-including communication, professionalism, patient assessment, and treatment planning-will be evaluated using the APP by independent clinical supervisors responsible for the students at the end of their 4-6 week clinical placements.
Measured: Post-Intervention (Week 13, during finals week).
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted21 Apr 2026
- Study start1 May 2026 (estimated)
- Primary completion15 May 2026 (estimated)
- Study completion1 Jul 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Physiotherapy and RehabilitationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 200 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Istanbul Medipol University Hospital
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, gizem yilmaz, Medipol University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07541248
- Sponsor's protocol ID
- E-10840098-50.04-2152
- Status last verified
- Apr 2026
- First submitted
- 14 Apr 2026
- Last updated
- 21 Apr 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 21 Apr 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- A Semi-Experimental Comparison of Peer Role-Playing-Based Simulation With Case-Based Learning in Physical Therapy Undergraduate Education
- ClinicalTrials.gov ID
- NCT07541248
- Acronym / sponsor ID
- E-10840098-50.04-2152
- 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
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 200 participants (estimated)
- Lead sponsor
- Istanbul Medipol University HospitalUniversity, hospital or other
- Study start
- 1 May 2026 (estimated)
- Primary completion
- 15 May 2026 (estimated)
- Study completion
- 1 Jul 2026 (estimated)
- First posted
- 21 Apr 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
Detailed description
The rapid expansion of physiotherapy education in Turkey has led to a number of significant systemic challenges, including limited clinical placement opportunities and a lack of standardised clinical supervision. Although simulation-based education (SBE) is recognised worldwide as an effective way of bridging the gap between theoretical knowledge and hands-on practice, its integration into Turkish physiotherapy curricula is inconsistent.
Peer role-play simulation offers a sustainable and cost-effective solution for large student cohorts. By simulating complex or high-risk clinical encounters in a controlled environment, students can practise decision-making and communication skills without endangering patient safety. Furthermore, experiencing the 'patient' perspective is hypothesised to enhance empathy and foster a patient-centred mindset.
This comparative study evaluates a 12-week 'Clinical Problem Solving' course delivered through two instructional models.
Experimental Group: Utilises a structured, multi-session peer role-play simulation framework, followed by formal debriefing sessions.
Control group: Receives traditional, case-based lecture instruction, focusing on passive learning and theoretical discussion.
The research seeks to determine whether peer simulation leads to statistically significant improvements compared to traditional methods. The investigation focuses on three key areas:
Academic performance: Assessed via end-of-term written examinations to measure knowledge retention and application.
Self-efficacy: This is measured through validated scales to track changes in students' confidence in their clinical abilities.
Clinical Readiness: This is measured through validated scales to track changes in students' confidence in their clinical abilities.
Clinical Readiness: Evaluated via pre- and post-intervention testing to determine students' perceived preparedness for clinical internships.
It is hypothesised that the interactive nature of peer simulation combined with reflective debriefing will result in higher self-efficacy and superior clinical readiness than conventional case-based teaching.
Study design
- Primary purpose
- Other
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Peer Role-Play Simulation (PRPS) | Experimental | Behavioral: Peer Role-Play Simulation (PRPS)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. |
| Traditional Case-Based Learning (CBL) | Active comparator | Behavioral: Traditional Case-Based Learning (CBL)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. |
Who may qualify
- Ages
- 18 to 30 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (3 listed)
- 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.
Key exclusion criteria (2 listed)
- 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.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Peer Role-Play Simulation (PRPS)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. | Behavioural | Peer Role-Play Simulation (PRPS) |
| Traditional Case-Based Learning (CBL)A 12-week pedagogical approach involving independent case analysis of written scenarios, classroom presentations, and video-assisted demonstrations of physiotherapy skills. | Behavioural | Traditional Case-Based Learning (CBL) |
Primary outcome
Physiotherapist Self-Efficacy (PSE) Scale Score
Time frame: Baseline (Week 0) and Post-Intervention (Week 12).
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.
4 secondary outcomes
Perception of Clinical Readiness and Simulation Experience
Time frame: Baseline (Week 0) and Post-Intervention (Week 12).
Case-Based Written Examination:
Time frame: Post-Intervention (Week 13, during finals week).
Practical Examination / OSCE (Objective Structured Clinical Examination)
Time frame: Post-Intervention (Week 14, during finals week)
Clinical Performance (End of Clinical Placement)
Time frame: Post-Intervention (Week 13, during finals week).
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 21 Apr 2026.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
Questions about this trial
What is this clinical trial studying?
A study testing Peer Role-Play Simulation (PRPS) and Traditional Case-Based Learning (CBL) in people with Physiotherapy and Rehabilitation and Clinical Reasoning, run by Istanbul Medipol University Hospital.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: opening soon, as of the sponsor's last update on 21 Apr 2026. Status can change between updates, so confirm with the study contact before making plans.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Gizem Yılmaz Babacan (+905359635038, gizem.yilmaz1@medipol.edu.tr), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Physiotherapist Self-Efficacy (PSE) Scale Score (time frame: Baseline (Week 0) and Post-Intervention (Week 12).). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 21 Apr 2026.