Bobath Instruction in Physiotherapy: Virtual Reality Versus Traditional Methods

Immersive Virtual Reality Versus Traditional Instruction for Teaching the Bobath Concept in Physiotherapy Education: A Randomized Controlled Trial

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.

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.

Inclusion Criteria:

• 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.-

Exclusion Criteria:

• 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.