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NCT Number: NCT07541248

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

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Key information

Conditions

Physiotherapy and Rehabilitation Clinical Reasoning Simulation Based Learning Student Education

Age range

18 year–30 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

About this study

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.

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • 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.

Exclusion criteria

  • 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.

Treatment and study plan

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.

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.

Primary outcomes

  1. 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.

Secondary outcomes

  1. Perception of Clinical Readiness and Simulation Experience

    Time frame: Baseline (Week 0) and Post-Intervention (Week 12).

    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").

  2. Case-Based Written Examination:

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

    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.

  3. Practical Examination / OSCE (Objective Structured Clinical Examination)

    Time frame: Post-Intervention (Week 14, during finals week)

  4. Clinical Performance (End of Clinical Placement)

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

    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.

Study contacts

Contact information is provided by the study sponsor or research team.

Gizem Yılmaz Babacan

CONTACT

[email protected]

+905359635038

Sponsors and collaborators

Lead sponsor

Istanbul Medipol University Hospital

Other

Registry information

Official study title

A Semi-Experimental Comparison of Peer Role-Playing-Based Simulation With Case-Based Learning in Physical Therapy Undergraduate Education

Important dates

Study start
2026
Primary completion
2026
Study completion
2026
First posted
Apr 21, 2026
Registry last updated
Apr 21, 2026

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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