Immersive Virtual Reality Versus Traditional Instruction for Teaching the Bobath Concept in Physiotherapy Education: A Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 20
- 试验地点
- 1
- 主要终点
- Practical Performance Score (OSCE)
研究概览
简要总结
This randomized controlled trial evaluated the effectiveness of immersive virtual reality (VR)-based instruction compared with traditional face-to-face teaching for delivering the Bobath concept in physiotherapy education. Third-year physiotherapy students were randomly assigned to either VR-based or conventional instruction and completed standardized theoretical and practical assessments immediately after training and again two weeks later. While both instructional methods resulted in comparable short-term learning outcomes, the VR group demonstrated superior retention of practical skills at follow-up. Findings suggest that immersive VR is a feasible and effective educational approach for enhancing motor skill learning in neurophysiological rehabilitation training.
详细描述
This two-arm, parallel-group, single-blind randomized controlled trial aims to investigate whether immersive virtual reality (VR)-based education can enhance learning and retention of the Bobath concept among undergraduate physiotherapy students. The Bobath approach, widely used in neurorehabilitation, requires learners to integrate postural control principles, movement facilitation techniques, and sensorimotor strategies-skills traditionally taught through face-to-face lectures and hands-on demonstrations. Given the increasing integration of digital technologies in health professions education, immersive VR may offer an alternative through interactive, high-fidelity, and repeatable learning experiences.
Students will be randomized to receive either a standardized face-to-face instructional session or an immersive 360° VR-based session of equivalent duration and content. Both groups will be exposed to theoretical explanations and practical demonstrations focusing on trunk control strategies, alignment principles, and facilitation techniques. Practical components in both groups will be reinforced through structured small-group practice following the instructional session.
To ensure methodological rigor, two independent evaluators blinded to group allocation will assess student performance through a multiple-choice knowledge test and a three-station Objective Structured Clinical Examination (OSCE), administered two days after training and again two weeks later to evaluate retention. Inter-rater reliability will be calculated to ensure consistency of scoring across evaluators.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Single (Outcomes Assessor)
盲法说明
This study used a single-blind design in which outcome assessors were blinded to group allocation. Participants, care providers, and investigators were not blinded due to the nature of the educational intervention."
入排标准
- 性别
- Female
- 接受健康志愿者
- 是
入选标准
- •Third-year undergraduate physiotherapy students.
- •First-time enrollment in the Neurophysiological Approaches II course.
- •No prior training or formal exposure to the Bobath concept.
- •System Usability Scale (SUS) score classified as A+ (96-100 percentile). -Ability to participate in VR or face-to-face instruction as assigned.- Voluntary participation with provision of written informed consent.-
排除标准
- •History of medical conditions contraindicating VR use (e.g., vestibular disorders, migraine, epilepsy).
- •Prior experience, certification, or coursework related to the Bobath concept.
- •Failure to provide informed consent.
- •Any condition that may limit safe participation in the educational session or assessments.
结局指标
主要结局
Practical Performance Score (OSCE)
时间窗: Post-test at 2 days and retention test at 2 weeks after the intervention
Practical skill performance is evaluated using a three-station Objective Structured Clinical Examination (OSCE) assessing Bobath-based postural control strategies. Each station uses a standardized 3-point checklist (0 = not performed, 1 = partially performed, 2 = correctly performed). The combined station scores are converted to a 0-100 scale. Score Range: 0-100 Direction: Higher scores indicate better practical performance. All assessments are video-recorded and independently scored by two blinded evaluators using the same scoring rubric. This metric evaluates both immediate skill acquisition and subsequent retention.
Theoretical Knowledge Score
时间窗: Post-test at 2 days and retention test at 2 weeks after the intervention
Description: The theoretical outcome measure assesses students' understanding of Bobath-based postural control strategies using a 10-item multiple-choice examination. Each correct response is awarded 1 point. Raw scores (0-10) are converted to a 0-100 scale. Score Range: 0-100 Direction: Higher scores indicate better theoretical knowledge. The same standardized test is administered at both assessment points to evaluate learning and retention under the two instructional modalities.
次要结局
未报告次要终点
研究者
Sena Çınarlı
Asisstant Professor
Kocaeli Sağlık ve Teknoloji Üniversitesi