Effectiveness of Workshop-Based Versus Traditional Practical Modules in Teaching Maitland Mobilization to Physiotherapy Students: A Quasi-experimental Comparative Study

IntroductionMaitland mobilization is a fundamental manual therapy skill in physiotherapy education, requiring sound psychomotor ability and clinical reasoning.However, limited evidence exists comparing different teaching approaches for imparting these skills at the undergraduate level.This study aimed to compare the effectiveness of traditional practical teaching with a structured workshop-based approach for teaching Maitland mobilization to physiotherapy students. MethodsFollowing institutional review board approval, a total of 60 third-year Bachelor of Physiotherapy (BPTh) students (mean age = 20.5 ± 0.5 years) participated after providing informed consent.All students attended a one-hour theoretical lecture on Maitland mobilization and using a crossover design, students were assigned to four experimental groups, workshop-based and traditional practical for upper and lower extremity Maitland mobilization, with interventions reversed across groups to allow within-subject comparison.The workshop module consisted of a single six-hour session incorporating structured demonstrations, hands-on practice, and case-based discussions, whereas the traditional module was conducted over three days with two-hour sessions per day.Performance was evaluated one week post intervention using an Objective Structured Practical Examination (OSPE) assessing affective domain, which included student's attitude, communication, and professional behavior while interacting with the patient and psychomotor domains comprised of hands-on practical skills and correct demonstration of technique, and a multiple-choice questionnaire (MCQ) assessing cognitive knowledge to understand the student's knowledge of the principles, grading, and application of Maitland mobilization.Student perceptions were measured using a structured five-point Likert scale questionnaire.Assessments were conducted by blinded evaluators using standardized OSPE checklists.Data normality was assessed using the Shapiro-Wilk test, and parametric tests were applied accordingly. ResultsBoth teaching methods were effective in improving cognitive knowledge, with no significant differences in MCQ scores.However, workshop-based training resulted in significantly higher OSPE scores and learner satisfaction.Students rated workshops higher for clarity, engagement, confidence in skill performance, and overall learning effectiveness (p < 0.05), with effect sizes ranging from medium to large (Cohen's d = 0.68-0.81).Over 45 (75%) out of 60 students recommended greater inclusion of workshops in the curriculum. ConclusionWorkshop-based teaching is more effective than traditional practical sessions for Maitland mobilization, particularly in enhancing psychomotor skills, engagement, and learner confidence.Integrating structured workshops into physiotherapy curricula may improve short-term psychomotor and affective performance on standardized assessments; whether this translates to clinical preparedness requires further study.