[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-study-detail:100634558":3},{"organization":4,"armGroups":7,"interventions":20,"overallOfficials":25,"centralContacts":29,"locations":25,"responsibleParty":35,"collaborators":25,"id":40,"slug":41,"hasResults":42,"nctId":43,"briefTitle":44,"officialTitle":45,"acronym":25,"eligibilityCriteria":46,"healthyVolunteers":47,"sex":48,"minAge":49,"maxAge":50,"enrollmentInfo":51,"targetDuration":25,"studyType":54,"phases":55,"briefSummary":57,"conditions":58,"keywords":63,"overallStatus":70,"whyStopped":25,"lastUpdateSubmitDate":71,"lastUpdatePostDateStruct":72,"startDateStruct":75,"completionDateStruct":77,"leadSponsor":79,"locationsCount":25},{"fullName":5,"class":6},"Istanbul Medipol University Hospital","OTHER",[8,14],{"label":9,"type":10,"description":11,"interventionNames":12},"Peer Role-Play Simulation (PRPS)","EXPERIMENTAL","Participants will engage in a 12-week structured peer role-play simulation program. The intervention focuses on neurological pathologies using scenarios.\n\nEach weekly session (120 minutes) follows a three-phase experiential learning model:\n\nPre-briefing (30 min): Facilitator-guided case analysis and clinical reasoning setup using structured forms.\n\nSimulation (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.\n\nDebriefing (30 min): Reflective discussion involving self-assessment, peer feedback, and facilitator guidance focusing on clinical reasoning, safety, and professional communication.",[13],"Behavioral: Peer Role-Play Simulation (PRPS)",{"label":15,"type":16,"description":17,"interventionNames":18},"Traditional Case-Based Learning (CBL)","ACTIVE_COMPARATOR","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.\n\nStudents 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.",[19],"Behavioral: Traditional Case-Based Learning (CBL)",[21,26],{"type":22,"name":9,"description":23,"armGroupLabels":24,"otherNames":25},"BEHAVIORAL","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.",[9],null,{"type":22,"name":15,"description":27,"armGroupLabels":28,"otherNames":25},"A 12-week pedagogical approach involving independent case analysis of written scenarios, classroom presentations, and video-assisted demonstrations of physiotherapy skills.",[15],[30],{"name":31,"role":32,"phone":33,"phoneExt":25,"email":34},"Gizem Yılmaz Babacan","CONTACT","+905359635038","gizem.yilmaz1@medipol.edu.tr",{"type":36,"investigatorFullName":37,"investigatorTitle":38,"investigatorAffiliation":39,"oldNameTitle":25,"oldOrganization":25},"PRINCIPAL_INVESTIGATOR","gizem yilmaz","Principal Investigator","Medipol University","100634558","comparison-of-peer-role-playing-based-simulation-with-case-based-learning-in-physical-therapy-education-100634558",false,"NCT07541248","Comparison of Peer Role-Playing-Based Simulation With Case-Based Learning in Physical Therapy Education","A Semi-Experimental Comparison of Peer Role-Playing-Based Simulation With Case-Based Learning in Physical Therapy Undergraduate Education","Inclusion Criteria:\n\n* Current enrollment as a senior (4th-year) undergraduate student in the Department of Physiotherapy and Rehabilitation at Istanbul Medipol University.\n* Active participation in the \"Clinical Problem Solving\" course.\n* Voluntary agreement to participate and signing of the informed consent form.\n\nExclusion Criteria:\n\n* Students who have previously taken the \"Clinical Problem Solving\" course or a similar simulation-based elective.\n* Failure to attend more than 20% of the 12-week course sessions.",true,"ALL","18 Years","30 Years",{"count":52,"type":53},200,"ESTIMATED","INTERVENTIONAL",[56],"NA","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.",[59,60,61,62],"Physiotherapy and Rehabilitation","Clinical Reasoning","Simulation Based Learning","Student Education",[64,60,65,66,67,68,69],"Physiotherapy Education","Simulation-Based Learning","Clinical Competence","Peer Role-Play","Health Profession Students","Self-Efficacy","NOT_YET_RECRUITING","2026-04-14",{"date":73,"type":74},"2026-04-21","ACTUAL",{"date":76,"type":53},"2026-05-01",{"date":78,"type":53},"2026-07-01",{"name":5,"class":6}]