Effect of Active Learning on Evidence-Based Practice Beliefs, Skills, and Application in Undergraduate Physiotherapy Students A Four-Month Educational Intervention within a Research Methods Course

What this Trial Is About

Researchers are evaluating how an active learning educational approach affects skills related to evidence-based practice (EBP) in undergraduate physiotherapy students. This study is a quasi-experimental design without a control group, conducted at the Universidad Nacional de La Matanza in Argentina. The focus is on improving students' beliefs, attitudes, perceived skills, and frequency of applying EBP through a four-month course. The intervention is an active learning-based Research Methods course lasting four months. It includes weekly group activities such as literature searching, critical appraisal, oral presentations, peer feedback, and formative assessments using rubrics. These activities aim to enhance key competencies in EBP by engaging students in practical, interactive learning. Participants are assessed at the start, immediately after the four-month intervention, and one week after course completion. Outcomes measured include beliefs, attitudes, perceived skills, and frequency of EBP use via a validated questionnaire. Secondary measures include academic engagement and student satisfaction. Data collection and monitoring follow ethical guidelines, ensuring thorough evaluation of the educational approach's impact.

Active Learning and EBP Competency in Undergraduate Physiotherapy