[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"physical-therapy-education\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:physical-therapy-education":29},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,3,0,[8,46,78],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":15,"eligibilityCriteria":16,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":20,"targetDuration":23,"studyType":24,"phases":4,"briefSummary":25,"conditions":26,"keywords":30,"overallStatus":33,"whyStopped":4,"lastUpdateSubmitDate":34,"lastUpdatePostDateStruct":35,"startDateStruct":38,"completionDateStruct":40,"leadSponsor":42,"locationsCount":45},"100645000","large-language-models-versus-human-examiners-for-grading-physiotherapy-clinical-cases-100645000",false,"NCT07677202","Large Language Models Versus Human Examiners for Grading Physiotherapy Clinical Cases","Agreement Between Large Language Models and Faculty Assessment in the Evaluation of Clinical Reasoning Case Examinations in Undergraduate Physiotherapy Education: A Comparative Reliability Study","PACE-AI","Inclusion Criteria:\n\n* Students officially enrolled in the course \"Specific Methods in Physiotherapy\" (third year of the Physiotherapy Degree) during the study period.\n* Submission of a completed written clinical-reasoning case examination as part of the course.\n* Provision of informed consent for the anonymized examination to be used for educational-research purposes.\n\nExclusion Criteria:\n\n* Refusal to provide, or withdrawal of, informed consent.\n* Blank, incomplete, or non-evaluable examinations (e.g., no developed written response).\n* Examinations that cannot be reliably de-identified prior to assessment.",true,"ALL","18 Years",{"count":21,"type":22},65,"ESTIMATED","1 Day","OBSERVATIONAL","This study evaluates whether large language models (LLMs) can reliably assess written clinical-reasoning case examinations completed by undergraduate physiotherapy students, compared with faculty assessment. In the course \"Specific Methods in Physiotherapy\" (third year of the Physiotherapy Degree), students solve complex clinical cases that require clinical reasoning, technical knowledge, and therapeutic decision-making. These cases are traditionally graded by faculty, a time-consuming process that may show inter-rater variability.\n\nA set of de-identified student case examinations will be assessed using the rubric currently applied in the course, which covers clarity and structure of clinical reasoning, integration of the biopsychosocial model (ICF and APTA frameworks), accuracy in identifying pain mechanisms, coherence between diagnosis, hypotheses, and treatment, originality and depth of analysis, and professional writing. Each examination will be scored independently by three LLMs (for example, Claude, ChatGPT, and Gemini), each receiving an identical standardized prompt that embeds the same rubric, and by faculty serving as the reference standard.\n\nTo avoid overloading faculty, full double human grading may not be feasible; the human reference will therefore consist of expert faculty grading by one independent rater or, when resources allow, two independent raters. In contrast, paired assessment is fully implemented across the AI models: each examination is scored by several LLMs, and each model is queried in duplicate, allowing the study to estimate agreement between models and the test-retest stability of each model.\n\nThe primary aim is to quantify agreement between LLM-generated scores and the faculty reference score. Secondary aims include agreement among the LLMs, test-retest reliability of each model, criterion-level agreement, the quality and usefulness of the qualitative feedback generated, the time and cost associated with each approach, and students' perceptions of the usefulness of human versus AI feedback.\n\nThe findings will clarify the strengths and limitations of LLMs as supportive tools for formative assessment in health-professions education and will inform criteria for their responsible and effective use. No LLM output will affect students' official grades, which remain the sole responsibility of faculty.",[27,28,29],"Educational Assessment","Artifical Intelligence","Physical Therapy Education",[31,32],"Clinical Competence","Educational, Medical","NOT_YET_RECRUITING","2026-06-24",{"date":36,"type":37},"2026-06-30","ACTUAL",{"date":39,"type":22},"2026-08-01",{"date":41,"type":22},"2026-08-10",{"name":43,"class":44},"Neuron, Spain","OTHER",1,{"id":47,"slug":48,"hasResults":11,"nctId":49,"briefTitle":50,"officialTitle":51,"acronym":4,"eligibilityCriteria":52,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":53,"targetDuration":4,"studyType":24,"phases":4,"briefSummary":55,"conditions":56,"keywords":59,"overallStatus":68,"whyStopped":4,"lastUpdateSubmitDate":69,"lastUpdatePostDateStruct":70,"startDateStruct":72,"completionDateStruct":74,"leadSponsor":76,"locationsCount":45},"100627468","interrater-reliability-and-feasibility-of-the-lasater-clinical-judgment-rubric-for-use-in-physical-therapy-simulation-100627468","NCT07449026","Interrater Reliability and Feasibility of the Lasater Clinical Judgment Rubric for Use in Physical Therapy Simulation","Reliability and Feasibility of the Lasater Clinical Judgment Rubric Adapted for Physical Therapy (LCJR-PT) to Evaluate Clinical Judgment During Standardized Simulation Experiences in Doctor of Physical Therapy Students","Inclusion Criteria (Students):\n\n* Enrolled as a 1st or 2nd year DPT student at YSU\n* Provided informed consent\n\nInclusion Criteria (Faculty Raters):\n\n* Full-time faculty member teaching in the YSU DPT program\n* Provided informed consent\n\nExclusion Criteria (Students):\n\n* Did not provide informed consent\n\nExclusion Criteria (Faculty):\n\n\\- Did not provide informed consent",{"count":54,"type":22},40,"This study examines whether physical therapy faculty can reliably and feasibly use the Lasater Clinical Judgment Rubric adapted for physical therapy (LCJR-PT) to score students' clinical judgment during a recorded simulation experience. Multiple trained faculty raters will independently score the same student videos, and the level of agreement between raters will be measured. Faculty will also report how long scoring takes and their perceptions of the rubric's usefulness.",[29,57,58],"Clinical Judgement Assessment","Simulation-based Learning",[60,61,62,63,64,65,66,67],"Clinical judgement","Lasater","Physical therapy education","Feasibility","Reliability","Simulation","Assessment","Doctor of Physical Therapy","RECRUITING","2026-03-03",{"date":71,"type":37},"2026-03-04",{"date":73,"type":22},"2026-03-09",{"date":75,"type":22},"2026-12",{"name":77,"class":44},"Youngstown State University",{"id":79,"slug":80,"hasResults":11,"nctId":81,"briefTitle":82,"officialTitle":83,"acronym":4,"eligibilityCriteria":84,"healthyVolunteers":11,"sex":18,"minAge":19,"maxAge":4,"enrollmentInfo":85,"targetDuration":4,"studyType":87,"phases":88,"briefSummary":90,"conditions":91,"keywords":4,"overallStatus":33,"whyStopped":4,"lastUpdateSubmitDate":95,"lastUpdatePostDateStruct":96,"startDateStruct":98,"completionDateStruct":100,"leadSponsor":102,"locationsCount":4},"100605760","metaverse-based-education-for-physiotherapy-and-rehabilitation-students-100605760","NCT07166705","Metaverse-Based Education for Physiotherapy and Rehabilitation Students","Investigating the Effects of the Metaverse-Based Education Model on Motivation and Academic Achievement in Physiotherapy and Rehabilitation Students: A Randomized Controlled Study","Inclusion Criteria:\n\n* Being an undergraduate student in the Department of Physiotherapy and Rehabilitation\n* Having basic anatomy knowledge\n* Having sufficient time and resources to participate in training and complete assessments\n* Being 18 years of age or older\n* Being a volunteer and providing written consent\n\nExclusion Criteria:\n\n* Having previously received comprehensive palpation training\n* Those at High Risk of Absence During Training\n* Participants who lack the necessary hardware and internet access, especially for online and metaverse groups",{"count":86,"type":22},48,"INTERVENTIONAL",[89],"NA","In the modern era, university students, especially those from Generation Z, are true digital natives who have grown up with technology and embraced it wholeheartedly. This hyper-cognitive generation has different characteristics than their predecessors and emphasizes educational approaches integrated with innovative technologies over traditional methods. Rather than traditional classroom learning, Generation Z prefers to learn through various media, such as digital games, YouTube videos, and smart devices. Science and technology have made rapid and transformative progress in recent decades. One of these developments is the emergence of the metaverse, a rapidly expanding three-dimensional virtual space. Neal Stephenson coined the term \"metaverse\" in his 1992 science fiction novel Snow Crash, combining the words \"meta,\" meaning \"transcendence and virtuality,\" and \"verse,\" meaning \"world and universe.\" Enhanced by technologies such as augmented reality (AR), virtual reality (VR), and artificial intelligence, the metaverse creates a 3D virtual sphere where individuals from around the world can come together for shared social interactions. It also serves as an arena for users to participate in various social activities. In recent years, significant events such as the pandemic, conflicts, seismic activity, and climate change have led to disruptions in higher education in certain countries. Due to the pandemic, there has been a significant shift towards distance learning platforms, and students have been denied various opportunities. Distance learning is defined as \"an effective form of learning that is independent of time and place. It offers individuals the ability to conveniently configure and update educational materials electronically and integrate different technologies into the learning process. These technologies can be utilized 24\u002F7.\" The goal of distance education is to ensure continuity of education and increase learner satisfaction. Consequently, universities have adopted various distance learning models to address these challenges and promote their students' academic success. Using the metaverse in education is a significant application area and is widely anticipated to be very promising in the future.",[92,29,93,94],"Palpation Skills","Educational Interventions","Health Professions Education","2025-09-02",{"date":97,"type":37},"2025-09-10",{"date":99,"type":22},"2025-09-05",{"date":101,"type":22},"2025-09-26",{"name":103,"class":44},"Suleyman Demirel University"]