Sürdürülebilir Kalkınma Amaçları

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• MakaleYayıncıda açık erişim2026Scopus SJRQ1/r/kostu/10683
  Immersive virtual reality vs. traditional instruction for short-term learning and follow-up outcomes in the Bobath concept: a randomized controlled trial

  Cinarli, Sena; Aydogan, Gamze; Sever, Ebru; Gulcelik, Gönül Ertunc; Atmaca, Halil

  Background: Although 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. Methods: In 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. Results: Both 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. Conclusion: These 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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• MakaleAçık Erişim2026Scopus SJRQ1/r/kostu/10681
  Cognitive alignment and assessment validity in a high-stakes dental specialty examination: a Bloom’s taxonomy-based analysis

  Çerçi Akçay, Hülya; Üstün, Nilüfer

  Background: In high-stakes postgraduate examinations, the cognitive complexity of assessment items is central to evaluating advanced clinical reasoning and decision-making competencies. Alignment between examination content, cognitive demand, and competency-based educational frameworks is essential for assessment validity. This study evaluated the cognitive structure of pediatric dentistry questions in the Turkish Dental Specialty Examination (DUS) using Bloom’s revised taxonomy and examined their alignment with curricular expectations. Methods: A retrospective cross-sectional analysis was conducted on 127 officially released pediatric dentistry questions administered between 2012 and 2021. Each item was independently classified according to Bloom’s revised cognitive levels. Curriculum relevance and scientific accuracy were rated using a 5-point Likert scale. Inter-rater reliability was assessed using weighted Cohen’s kappa. Associations between cognitive level and curriculum relevance were analyzed, and temporal trends across examination years were explored. Results: Questions were predominantly concentrated at the Understand and Apply levels, with fewer items categorized at the Analyze level. No questions were classified at the Evaluate or Create levels. Although lower- and higher-order cognitive skills appeared proportionally balanced when dichotomized, higher-order items largely reflected procedural application rather than advanced analytical or evaluative reasoning. No significant temporal progression toward greater cognitive complexity was observed. Curriculum relevance ratings were high overall but showed no significant association with cognitive level. Conclusions: This high-stakes specialty examination predominantly assesses lower- and intermediate-level cognitive processes, with limited representation of advanced higher-order thinking. The findings indicate potential blueprint misalignment with postgraduate competency expectations and underscore the need for deliberate integration of higher cognitive-level items to strengthen assessment validity.

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• MakaleAçık Erişim2025Scopus SJRQ1/r/kostu/10550
  A comparison of 3D game-based simulation versus traditional methods in vital signs education

  Tanrıkulu, Fatma; Gündoğdu, Handenur; Erol, Funda; Dikmen, Yurdanur

  Background: Vital signs measurement is a fundamental nursing responsibility that requires cognitive and psychomotor competence. In alignment with the ethical principle of nonmaleficence, it is important to provide learning environments where students can practice and make mistakes without causing harm. This study aims to examine the effect of a 3D game-based simulation application developed for vital signs on students’ academic achievement, learning satisfaction and self-confidence levels. Methods: A randomized controlled experimental design was employed with 73 nursing students, assigned to either the intervention group (n = 37) or the control group (n = 36). The intervention group used a game-based simulation developed with 3D animation technology, while the control group received traditional instruction. Data were collected using the Student Introductory Characteristics Form, Academic Achievement Test of Vital Signs Measurement Skills, and the Student Satisfaction and Self-Confidence in Learning Scale. Statistical analyses were conducted using SPSS version 25, with significance set at p < 0.05. Results: The results indicated that students’ current learning satisfaction subscale scores were high in the traditional teaching group and that there was a statistically significant difference between the groups (p = 0.047). There was no statistically significant difference between the groups in terms of academic achievement (p = 0.932) and self-confidence levels in learning (p = 0.375). However, both groups had high mean scores in academic achievement, satisfaction with current learning, and self-confidence in learning. Conclusions: The game simulation method supported by 3D animation may be insufficient for significantly improving nursing students’ academic performance, satisfaction with the learning process, and self-confidence in learning. Therefore, it is recommended that such technology-supported methods be used in blended learning environments alongside traditional teaching methods in nursing education. Trial registration: ClinicalTrials.gov: NCT07009275; retrospectively registered.

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