EducationNCT07627776
OBE vs PBL in Physiotherapy Education
A study testing Problem-Based Learning and Outcome-Based Education in people with Education and Problem-based Learning, run by Medipol University at 1 site in Turkey (Türkiye).
Trial 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. Read more about this study
- Who is it for?
- Ages 18 to 25 yearsHealthy volunteers can take part
- Conditions the study is for
- Education, Problem-based Learning
- What is being tested?
- Problem-Based Learning and Outcome-Based Education
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 100 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 4 May 2026to 30 Sep 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 25 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- 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
Who cannot join
- Participating in less than 70% of the educational sessions
- Having missing data at a level that prevents inclusion in the data analysis
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
About this study
Official title: Comparison of Outcome-Based Education and Problem-Based Learning in Undergraduate Physiotherapy Education
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.
Read more
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.
Read the 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.
- Conditions
- Education, Problem-based Learning
- Being tested
- Problem-Based Learning, Outcome-Based Education
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Problem-Based LearningBehavioural
A guided problem-based learning (PBL) educational approach involving case-based discussions, structured problem-solving activities, and active student participation under instructor guidance.
Outcome-Based EducationBehavioural
An outcome-based education (OBE) approach structured according to predefined learning outcomes, aligned teaching activities, and targeted competencies.
| Study group | Role | What they receive |
|---|---|---|
| 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. Receives: 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. Receives: Behavioral: Outcome-Based Education |
What is being measured
The primary outcome is the main question the study is designed to answer.
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.
Measured: 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.
Measured: Baseline and immediately after completion of the educational intervention
Secondary outcomes (4)
Student Satisfaction and Learning Experience
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.
Measured: Baseline and immediately after completion of the educational intervention
Perceived Alignment With Learning Outcomes
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.
Measured: Baseline and immediately after completion of the educational intervention
Attendance Rate
Attendance rate will be calculated based on official attendance records and expressed as percentage of participation throughout the educational intervention period.
Measured: Immediately after completion of the educational intervention
Knowledge Retention
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.
Measured: Baseline and immediately after completion of the educational intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted4 Jun 2026
- Study start4 May 2026
- Primary completion31 Aug 2026 (estimated)
- Study completion30 Sep 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for EducationStudies 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
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 100 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Medipol University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Sıla YILMAZ, Medipol University
- Investigators
- Sıla YILMAZ, Dr. Lect., Principal investigator, Medipol UniversityGizem ERGEZEN ŞAHİN, Assoc. Prof., Study director, Medipol University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07627776
- Sponsor's protocol ID
- E-10840098-50.04-2151
- Status last verified
- Jun 2026
- First submitted
- 26 May 2026
- Last updated
- 4 Jun 2026
- Results posted
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
Study at a glance
From the registry record, last updated by the sponsor on 4 Jun 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Comparison of Outcome-Based Education and Problem-Based Learning in Undergraduate Physiotherapy Education
- ClinicalTrials.gov ID
- NCT07627776
- Acronym / sponsor ID
- E-10840098-50.04-2151
- Conditions
- Education, Problem-based Learning
- Study type
- Interventional
- Recruitment status
- Enrolling by invitation
- Enrolment
- 100 participants (estimated)
- Lead sponsor
- Medipol UniversityUniversity, hospital or other
- Study start
- 4 May 2026 (actual)
- Primary completion
- 31 Aug 2026 (estimated)
- Study completion
- 30 Sep 2026 (estimated)
- First posted
- 4 Jun 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 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.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Problem-Based Learning | Experimental | Behavioral: Problem-Based LearningParticipants 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. |
| Outcome-Based Education | Experimental | Behavioral: Outcome-Based EducationParticipants 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. |
Who may qualify
- Ages
- 18 to 25 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (3 listed)
- 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
Key exclusion criteria (2 listed)
- Participating in less than 70% of the educational sessions
- Having missing data at a level that prevents inclusion in the data analysis
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 |
|---|---|---|
| Problem-Based LearningA guided problem-based learning (PBL) educational approach involving case-based discussions, structured problem-solving activities, and active student participation under instructor guidance. | Behavioural | Problem-Based Learning |
| Outcome-Based EducationAn outcome-based education (OBE) approach structured according to predefined learning outcomes, aligned teaching activities, and targeted competencies. | Behavioural | Outcome-Based Education |
Primary outcome
Cognitive Load
Time frame: 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
Time frame: 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.
4 secondary outcomes
Student Satisfaction and Learning Experience
Time frame: Baseline and immediately after completion of the educational intervention
Perceived Alignment With Learning Outcomes
Time frame: Baseline and immediately after completion of the educational intervention
Attendance Rate
Time frame: Immediately after completion of the educational intervention
Knowledge Retention
Time frame: Baseline and immediately after completion of the educational intervention
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 4 Jun 2026.
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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.
Sıla YILMAZ, Dr. Lect. principal investigator
Medipol University
Gizem ERGEZEN ŞAHİN, Assoc. Prof. study director
Medipol University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Problem-Based Learning and Outcome-Based Education in people with Education and Problem-based Learning, run by Medipol University at 1 site in Turkey (Türkiye).
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: enrolling by invitation, as of the sponsor's last update on 4 Jun 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
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?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Cognitive Load (time frame: Baseline and immediately after completion of the educational intervention). The study lists 2 primary outcomes in all. 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 4 Jun 2026.