Trial reportBMC medical education2026
Immersive virtual reality vs. traditional instruction for short-term learning and follow-up outcomes in the Bobath concept: a randomized controlled trial.
Trial report in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT07270107 (Immersive Virtual Reality Versus Traditional Instruction for Teaching the Bobath Concept in Physiotherapy Education), which is not on this map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Immersive Virtual Reality Versus Traditional Instruction for Teaching the Bobath Concept in Physiotherapy Education: A Randomized Controlled Trial
Who cites it
0 citing papers in PubMed.
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAlthough virtual reality has increasingly been incorporated into health professions education, its effectiveness for teaching structured neurorehabilitation frameworks within physiotherapy remains insufficiently explored. PURPOSE: This study aimed to compare immersive virtual reality-based instruction with traditional education by evaluating theoretical knowledge and practical skills at short-term (2 days) and follow-up (2 weeks) assessments following Bobath concept instruction among physiotherapy students.
methodsIn this assessor-blinded randomized controlled trial, 20 third-year physiotherapy students (mean age: 21.3 ± 1.1 years) were randomly assigned to immersive virtual reality-based instruction or traditional instruction. Both groups received standardized 45-minute training on postural control strategies within the Bobath concept. Learning outcomes were assessed using a multiple-choice theoretical test and a practical examination at 2 days (short-term) and 2 weeks (follow-up) after instruction.
resultsBoth groups showed a decrease in theoretical scores from the short-term to the follow-up assessment, with no significant between-group difference in change scores (p = 0.817). In contrast, between-group comparison of practical change scores showed a significant difference favoring the virtual reality group (p = 0.017, r = 0.54), with a median difference of + 15 points (95% CI: +5 to + 30). Within-group analyses indicated a significant decline in the traditional instruction group (p = 0.011, r = 0.81), whereas no significant change was observed in the virtual reality group (p = 0.666, r = 0.14). Practical scores increased by approximately 3% in the virtual reality group but decreased by 17% in the traditional instruction group from short-term to follow-up assessment.
conclusionThese findings suggest that immersive virtual reality may support the preservation of practical performance over time in physiotherapy education and may represent a promising instructional approach for teaching complex neurorehabilitation skills. CLINICAL TRIAL NUMBER: ClinicalTrials.gov identifier: NCT07270107 (retrospectively registered on December 8, 2025).
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.