The study aimed: 1) To assess how facilitator’s training for SBE influences on their behavior in guiding students and their self-efficacy as educators, 2) To evaluate the effects of SBE on students’ self-efficacy, academic engagement, empathy, and satisfaction with the learning experience, 3) To explore students’ perceptions and experiences regarding the SBE.
A mixed-methods approach was adopted, divided into two phases: 1) In the quantitative phase, second, third, and fourth-year students, as well as trained facilitators, were evaluated using validated, self-administered questionnaires. Students’ self-efficacy, academic engagement, empathy, satisfaction, and overall perception of SBE were measured both pre- and post-SBE. Facilitators’ teaching behavior and self-efficacy in delivering SBE were assessed pre- and post-training, as well as post-SBE. Data analysis included descriptive statistics, and chi-square tests and paired t-tests. 2) During the qualitative phase, based on purposive sampling and reflexive thematic analysis, students from each academic year were invited to participate in focus group (FG) discussions. All participants provided informed consent and data were pseudo-anonymized to protect students’ identities.
The quantitative results included 377 students and 16 facilitators. Post-SBE data revealed that 79.5% of students reported high self-efficacy, and 82.2% indicated retention of key learning tools. Additionally, 82.2% of students stated that they had acquired practical knowledge for clinical practice through SBE. Debriefing was identified as a valuable opportunity for students’ reflection (92%, p = 0.001), discussion of ideas (87.5%, p = 0.001), and experiential learning of key concepts (92%, p = 0.001). Facilitators showed an upward trend in all measured outcomes, although no statistically significant differences were observed.
In the qualitative phase, twenty-eight students participated in six focus groups. The results identified enhanced confidence in clinical decision-making, high satisfaction with facilitator guidance, and the importance of feedback as major themes from students' experiences with SBE. Students emphasized that the use of actors added authenticity to the scenarios, which deepened their emotional engagement and improved the application of practical skills.
Facilitator training improved teaching behaviors and self-efficacy, enhancing the effectiveness of SBE. Students reported higher self-efficacy, confidence in clinical decision-making, and soft skills. The qualitative phase highlighted the value of facilitator guidance and realistic scenarios, supporting future improvements in physiotherapy education.
This study highlights the importance of providing specialized training for facilitators involved in SBE to ensure consistent and high-quality educational outcomes. The findings inform the integration of SBE into physiotherapy curricula, with potential implications for broader healthcare education. By enhancing students’ confidence, empathy, and soft skills, SBE can ultimately improve patient care and professional practice.
physiotherapy education
interpersonal relations
