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

Medipol Health Group

Status: Not yet enrolling

Conditions: Student Education; Clinical Reasoning; Simulation Based Learning; Physiotherapy and Rehabilitation

Treatments: Behavioral: Traditional Case-Based Learning (CBL); Behavioral: Peer Role-Play Simulation (PRPS)

Study type: Interventional

Funder types: Other

Identifiers

NCT07541248

E-10840098-50.04-2152

Details and patient eligibility

About

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.

Full 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.

Enrollment: 200 estimated patients

Sex: All

Ages: 18 to 30 years old

Volunteers: Accepts Healthy Volunteers

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.

Trial design

Primary purpose: Other

Allocation: Non-Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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200 participants in 2 patient groups

Peer Role-Play Simulation (PRPS)

Experimental group

Description:

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.

Treatment:

Behavioral: Peer Role-Play Simulation (PRPS)

Traditional Case-Based Learning (CBL)

Active Comparator group

Description:

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.

Treatment:

Behavioral: Traditional Case-Based Learning (CBL)