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Comparison of Peer Role-Playing-Based Simulation With Case-Based Learning in Physical Therapy Education
Sponsor: Istanbul Medipol University Hospital
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 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.
Official title: A Semi-Experimental Comparison of Peer Role-Playing-Based Simulation With Case-Based Learning in Physical Therapy Undergraduate Education
Key Details
Gender
All
Age Range
18 Years - 30 Years
Study Type
INTERVENTIONAL
Enrollment
200
Start Date
2026-05-01
Completion Date
2026-07-01
Last Updated
2026-04-21
Healthy Volunteers
Yes
Conditions
Interventions
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.
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.