OBE vs PBL in 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. 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.