Participants in the education group received a 14-week structured training program based on game-based learning focused on approaching patients with kinesiophobia, in addition to their standard physiotherapy curriculum. The training was delivered face-to-face and included interactive and scenario-based educational activities designed to improve students' knowledge, awareness, and clinical attitudes toward patients with kinesiophobia.

Participants in the control group continued with the standard physiotherapy curriculum for 14 weeks and did not receive any additional training related to game-based learning or approaching patients with kinesiophobia during the study period.

The intervention consisted of a structured game-based learning training program designed to improve physiotherapy students' approach to patients with kinesiophobia. Each training session lasted approximately 60-90 minutes and was delivered face-to-face by the responsible researcher.

The training included four main components: (1) a brief theoretical lecture (15-20 minutes) covering kinesiophobia, pain psychology, and patient management; (2) case-based learning (20-30 minutes) involving analysis of fictional clinical scenarios; (3) game-based and interactive activities (20-30 minutes) focused on the management of kinesiophobia; and (4) group work and discussion (15-20 minutes), during which students collaboratively solved problems and discussed scenarios tailored to varying levels of patients' psychological and physical status.

Gamified quizzes were integrated into the training using an escape room format developed via the Genially platform. Students progressed through the activity by

The Attitudes Toward the Physiotherapy Profession Scale, developed by Turhan in 2018, is a 35-item, five-point Likert-type instrument. Thirty-three items are scored from 1 (strongly disagree) to 5 (strongly agree), while two items (items 26 and 30) are reverse scored. Total scores range from 35 to 175, with higher scores indicating more positive attitudes toward the physiotherapy profession.

The scale consists of three subscales: professional satisfaction, required professional qualifications, and general professional concerns. The Kaiser-Meyer-Olkin measure of sampling adequacy was 0.833, and Bartlett's test of sphericity was significant (χ² = 10058.592, p < 0.001). The overall Cronbach's alpha coefficient was 0.977, with subscale alpha values of 0.966, 0.974, and 0.957, respectively. Pearson correlation coefficients were 0.96, 0.91, and 0.90 for the subscales and 0.92 for the total scale (p < 0.001).**

was developed by Assoc. Prof. Mustafa Otrar and Elveda Kuyucak. Following expert review, the scale initially consisted of 70 items and underwent validity and reliability analyses. After item reduction procedures, 34 items were excluded due to low correlations with the intended constructs or cross-loadings on multiple factors, resulting in a final version of 36 items.

The scale is a self-report, five-point Likert-type instrument. Due to the absence of another learning styles scale specifically developed for health sciences students, convergent validity could not be assessed. To enhance the generalizability of the findings, future studies are recommended to replicate the scale using larger and more diverse samples and to support quantitative results with qualitative research. Written permission for the use of the scale was obtained.