Comparison of Procedural Content Item Generator versus Interactive Tool for Clinical Skills Acquisition in Physiotherapy Students

Abstract

Case-based learning (CBL) is an educational method widely used in health professional training, emphasizing theoretical knowledge’s practical application. However, traditional CBL has many challenges related to the complexity and accessibility of case scenarios and its demands on educators to effectively facilitate and evaluate student discussions. Despite its popularity and proven benefits, the comparative effectiveness and efficiency of CBL against newer educational technologies still need to be explored. In this quasi-experimental study, third-year physiotherapy students at the University of Lleida used a computer program for procedural content generation (PCG) and interactive clinical cases (ICs), and assessed them using the Spanish physiotherapy self-efficacy scale and the System Usability Scale, and a satisfaction scale. The study showed a significant improvement in self-efficacy among participants after using PCG and ICs. The usability of the PCG was moderate, while the ICs scored higher and had greater user satisfaction. Satisfaction metrics revealed a strong preference among students for incorporating clinical cases into other subjects, with higher satisfaction levels observed in the IC group compared to the PCG group. The study demonstrated that PCG and ICs significantly enhance clinical skills acquisition in physiotherapy education by improving student performance and engagement.

Keywords

• procedural content generation
• interactive clinical cases
• case-based learning
• physiotherapy education
• self-efficacy
• usability