Peer Role-Play Simulation vs Case-Based Learning in Physical Therapy Education
Summary
NIH registered a clinical trial (NCT07541248) evaluating whether peer role-play simulation is superior to traditional case-based learning for undergraduate physiotherapy student professional development. The 12-week study will measure academic achievement, self-efficacy, and clinical readiness across both pedagogical approaches.
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GovPing monitors ClinicalTrials.gov Studies for new healthcare & life sciences regulatory changes. Every update since tracking began is archived, classified, and available as free RSS or email alerts — 578 changes logged to date.
What changed
A new clinical trial registry entry has been recorded for NCT07541248, a comparative pedagogical study registered on ClinicalTrials.gov. The trial will evaluate a peer role-play simulation model against traditional case-based learning methods over a 12-week period with undergraduate physiotherapy students. The study focuses on professional development outcomes including academic achievement, self-efficacy, and perceived clinical readiness.
Healthcare and academic institutions offering physiotherapy programs may find this registry entry relevant for curriculum design considerations, though it does not create any compliance or regulatory obligations. The research is observational and educational in nature, not a clinical intervention trial involving patients.
Archived snapshot
Apr 22, 2026GovPing captured this document from the original source. If the source has since changed or been removed, this is the text as it existed at that time.
Comparison of Peer Role-Playing-Based Simulation With Case-Based Learning in Physical Therapy Education
N/A NCT07541248 Kind: NA Apr 21, 2026
Abstract
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.
Conditions: Physiotherapy and Rehabilitation, Clinical Reasoning, Simulation Based Learning, Student Education
Interventions: Peer Role-Play Simulation (PRPS), Traditional Case-Based Learning (CBL)
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