Impact of Active Learning on Beliefs, Attitudes, Perceived Skills, and Application of Evidence-Based Practice in Undergraduate Physiotherapy Students

What this Trial Is About

Researchers are evaluating the impact of an active learning-based educational program on the competencies related to evidence-based practice (EBP) in undergraduate physiotherapy students. This study uses a pre-post quasi-experimental design without a control group to assess changes in students' beliefs, attitudes, perceived skills, and frequency of EBP use. The research takes place at Universidad Nacional de La Matanza, Argentina, during a four-month Research Methods course. The intervention consists of weekly group activities embedded within the Research Methods course. These activities include literature searching, critical appraisal, oral presentations, peer feedback, and formative assessments using rubrics. The course aims to improve students' engagement with EBP and their academic skills by providing structured, active learning experiences. Participants will be assessed before the course starts, immediately after the four-month intervention, and one week following course completion. Assessments involve a custom questionnaire measuring beliefs, attitudes, skills, and EBP application frequency. Secondary outcomes include academic engagement, measured by the Utrecht Work Engagement Scale - Student Version, and student satisfaction, evaluated through the Student Outcomes Survey. The study follows institutional ethical guidelines and TREND reporting standards.

Active Learning and EBP Competency in Undergraduate Physiotherapy