| CTRI Number |
CTRI/2025/07/091535 [Registered on: 23/07/2025] Trial Registered Prospectively |
| Last Modified On: |
22/07/2025 |
| Post Graduate Thesis |
No |
| Type of Trial |
Interventional |
|
Type of Study
|
Physiotherapy (Not Including YOGA) |
| Study Design |
Single Arm Study |
|
Public Title of Study
|
To study the effect of structured course on motor learning principles for final year students using motor learning self efficacy scale. |
|
Scientific Title of Study
|
Enhancing Motor learning self-efficacy in physiotherapy candidates: Impact of a structured course and comparison with practicing Clinicians. |
| Trial Acronym |
NIL |
|
Secondary IDs if Any
|
| Secondary ID |
Identifier |
| NIL |
NIL |
|
|
Details of Principal Investigator or overall Trial Coordinator (multi-center study)
|
| Name |
Ira Indurkar |
| Designation |
Associate Professor |
| Affiliation |
Datta Meghe College of Physiotherapy |
| Address |
higna road, wanadongri , Nagpur
Higna Road , wanadongri , Nagpur
Nagpur
MAHARASHTRA
441110
India |
| Phone |
8806449657 |
| Fax |
|
| Email |
physioira@gmail.com |
|
Details of Contact Person
Scientific Query
|
| Name |
Ira Indurkar |
| Designation |
Associate Professor |
| Affiliation |
Datta Meghe College of Physiotherapy |
| Address |
Higna road, wanadongri, Higna
Higna Road , wanadongri , Nagpur
Nagpur
MAHARASHTRA
440010
India |
| Phone |
8806449657 |
| Fax |
|
| Email |
physioira@gmail.com |
|
Details of Contact Person
Public Query
|
| Name |
Ira Indurkar |
| Designation |
Associate Professor |
| Affiliation |
Datta Meghe College of Physiotherapy |
| Address |
Higna road, Wanadongri , Higna
Higna Road , wanadongri , Nagpur
Nagpur
MAHARASHTRA
440010
India |
| Phone |
8806449657 |
| Fax |
|
| Email |
physioira@gmail.com |
|
|
Source of Monetary or Material Support
|
|
|
Primary Sponsor
|
| Name |
Datta meghe college of Physiotherapy |
| Address |
Higna road, Wanadongri, Nagpur 441110 |
| Type of Sponsor |
Other [Physiotherapy college] |
|
|
Details of Secondary Sponsor
|
|
|
Countries of Recruitment
|
India |
|
Sites of Study
|
| No of Sites = 1 |
| Name of Principal
Investigator |
Name of Site |
Site Address |
Phone/Fax/Email |
| Dr Ira Indurkar |
Datta meghe college of Physiotherapy |
Datta meghe college of Physiotherapy Department of Neurosciences, Final year class room, lectutre hall 4 , Higna road, wanadongri , nagpur 440010
Nagpur
MAHARASHTRA |
8806449657
physioira@gmail.com |
|
|
Details of Ethics Committee
|
| No of Ethics Committees= 1 |
| Name of Committee |
Approval Status |
| BORS |
Approved |
|
|
Regulatory Clearance Status from DCGI
|
|
|
Health Condition / Problems Studied
|
| Health Type |
Condition |
| Healthy Human Volunteers |
No condition |
|
|
Intervention / Comparator Agent
|
| Type |
Name |
Details |
| Comparator Agent |
No Comparator group. |
No comparator group. No intervention is given. |
| Intervention |
Motor learning Structure course for Final year students of BPTH |
The educational intervention will consist of a 4-week structured learning program tailored for final-year physiotherapy students. The program is designed to improve students’ theoretical knowledge, clinical reasoning, and self-efficacy in applying motor learning (ML) principles specifically in neurorehabilitation contexts. It is based on evidence-informed frameworks, including Kleynen et al.’s ML application model and the Accelerated Skill Acquisition Program (ASAP).
Week 1: Theoretical Foundations and Framework Introduction
Lecture Module:
Introduction to the science of motor learning, neuroplasticity, and their relevance in neurorehabilitation. Concepts covered will include:
Implicit vs. explicit learning
Stages of motor learning (cognitive, associative, autonomous)
Feedback mechanisms (intrinsic, extrinsic; knowledge of performance vs. results)
Practice organization (massed vs. distributed, blocked vs. random, constant vs. variable)
Framework Training:
Detailed introduction to the Kleynen et al. ML framework, including its three decision-making layers. Students will learn how to select appropriate ML strategies (e.g., discovery learning, dual-tasking, analogy learning) based on:
Patient characteristics
Task complexity
Learning stage
Assignment:
Each student will select one neurological condition (e.g., stroke, CP, GBS) and begin background research on its motor rehabilitation needs.
Week 2: Applied Case-Based Workshops
Interactive Workshop:
Application of ML theory to real and simulated neurorehabilitation cases. Case examples will include:
Hemiparetic stroke with gait instability
Cerebral palsy with upper limb dysfunction
Guillain-Barré Syndrome with progressive motor recovery
Breakout Sessions:
Students work in small groups to:
Analyze the patient profile
Identify appropriate ML strategies
Design short-term motor learning goals and practice plans
Guided Debrief:
Faculty facilitate discussion, highlight errors in strategy selection, and emphasize tailoring interventions to individual patient goals and limitations.
Week 3: Group Project and Active Learning Assignment
Project Planning:
Groups develop a detailed neurorehabilitation treatment plan using ML principles for their assigned case, including:
Task selection and practice setup
Feedback frequency/type
Incorporation of observational learning, manual guidance, and/or dual-task strategies
Progression planning
Peer Teaching:
Each group presents their plan to peers and receives structured peer feedback guided by an ML checklist (based on Kleynen et al. framework and ML theory).
Week 4: Simulation, Demonstration, and Assessment
Simulation Lab:
Students simulate their designed ML-based treatment plan on patients. Faculty observe and evaluate:
Clinical reasoning in real time
Strategy implementation fidelity
Communication and feedback quality
Self-Efficacy Re-assessment:
Students complete the post-intervention version of the adapted PTP-ML questionnaire.
|
|
|
Inclusion Criteria
|
| Age From |
20.00 Year(s) |
| Age To |
25.00 Year(s) |
| Gender |
Both |
| Details |
Final year students |
|
| ExclusionCriteria |
|
|
Method of Generating Random Sequence
|
Not Applicable |
|
Method of Concealment
|
Not Applicable |
|
Blinding/Masking
|
Not Applicable |
|
Primary Outcome
|
| Outcome |
TimePoints |
| PTP-ML questionaire |
Pre intervention
post intervention |
|
|
Secondary Outcome
|
| Outcome |
TimePoints |
| No secondary outcome |
None |
|
|
Target Sample Size
|
Total Sample Size="41"
Sample Size from India="41"
Final Enrollment numbers achieved (Total)= "Applicable only for Completed/Terminated trials"
Final Enrollment numbers achieved (India)="Applicable only for Completed/Terminated trials" |
|
Phase of Trial
|
N/A |
|
Date of First Enrollment (India)
|
18/08/2025 |
| Date of Study Completion (India) |
Applicable only for Completed/Terminated trials |
| Date of First Enrollment (Global) |
Date Missing |
| Date of Study Completion (Global) |
Applicable only for Completed/Terminated trials |
|
Estimated Duration of Trial
|
Years="0"
Months="6"
Days="0" |
|
Recruitment Status of Trial (Global)
|
Not Yet Recruiting |
| Recruitment Status of Trial (India) |
Not Yet Recruiting |
|
Publication Details
|
N/A |
|
Individual Participant Data (IPD) Sharing Statement
|
Will individual participant data (IPD) be shared publicly (including data dictionaries)?
Response - NO
|
|
Brief Summary
|
Motor learning (ML) is an essential aspect of physiotherapy, particularly in the context of neurorehabilitation. It is defined as the process of acquiring and refining motor skills through practice and experience, resulting in relatively permanent behavioral changes.
Despite its recognized value, a persistent gap between science and practice exists in the field of ML. Research has shown that while physiotherapists acknowledge the importance of ML, many report limited confidence and lack of systematic training to implement ML strategies effectively. The studt is being conducted by developing the structured course for the final year students and see its impact on the self efficacy scale. The objectives are as follows.
To evaluate the impact of an active ML-based educational intervention on final-year physiotherapy students’ self-efficacy and application of ML principles, specifically in neurorehabilitation treatment planning. The objectives 1. To assess baseline self-efficacy and knowledge of motor learning among final-year students, interns, and physiotherapy professionals. 2. To implement a structured intervention, educating students on motor learning using real neurorehabilitation cases. 3. To evaluate changes in ML self-efficacy pre- and post-intervention. 4. To compare the intervention group with the control groups (interns and professionals) on the self-efficacy questionnaire. The structured ML intervention will signiicantly help improve the students knowledge and patient outcome |