Health Education
Conditions
Keywords
Evidence-Based Practice, Health Knowledge, Attitudes, Practice, Physical Therapy Specialty, Education, Professional
Brief summary
This study aims to evaluate the effect of an active learning-based educational intervention on competencies related to evidence-based practice (EBP) in undergraduate physiotherapy students. The intervention was embedded within a four-month Research Methods course and focused on small group activities involving literature search, critical appraisal, oral presentations, and formative assessment through rubrics. The study follows a pre-post quasi-experimental design without a control group. Primary outcomes include students' beliefs, attitudes, perceived skills, and frequency of EBP application, assessed through a custom-developed and validated questionnaire. Secondary outcomes include academic engagement, measured using the Utrecht Work Engagement Scale - Student Version (UWES-S), and student satisfaction with the educational approach, measured using the Student Outcomes Survey. Data were collected at baseline, post-intervention, and one week after course completion.
Detailed description
This quasi-experimental study without a control group will be conducted at the Universidad Nacional de La Matanza (UNLaM), Argentina, between March and July 2025. The study aimed to evaluate the effect of an educational intervention based on active learning strategies on evidence-based practice (EBP) competencies among physiotherapy students. The intervention was implemented as part of a four-month Research Methods course and included weekly group-based activities such as literature retrieval, critical appraisal, oral presentations, peer feedback, and structured assessments using rubrics. The course aimed to strengthen students' beliefs, attitudes, perceived skills, and frequency of use related to EBP. Outcomes were assessed using a custom-developed and validated questionnaire covering four domains and key competencies in EBP. Secondary outcomes included academic engagement, measured with the Utrecht Work Engagement Scale - Student Version (UWES-S), and student satisfaction, assessed through the Student Outcomes Survey. Data collection occurred at baseline, at the end of the course, and one week after completion. The study followed TREND reporting guidelines and was approved by the institutional research ethics committee at UNLaM.
Interventions
BEHAVIORALActive Learning-Based Research Methods Course
A four-month educational intervention based on active learning strategies, delivered as part of a Research Methods course for fourth-year undergraduate students in physiotherapy. The intervention included weekly group activities focused on literature retrieval, critical appraisal, oral presentations, peer feedback, and structured formative assessments using rubrics. The aim was to improve beliefs, attitudes, perceived skills, and frequency of use of evidence-based practice.
Sponsors
Universidad Nacional de la Matanza
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
OTHER
Masking
NONE
Masking description
Due to the nature of the study, blinding was not feasible
Intervention model description
Pre-post quasi-experimental design without a control group
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Undergraduate students enrolled in the Research Methods course at the Universidad Nacional de La Matanza during the March-July 2024 term. * Provided written informed consent. * Attended at least 80% of course sessions.
Exclusion criteria
* Students who withdrew from the course before completion of the follow-up period. * Incomplete or missing baseline or final evaluation data.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Beliefs about Evidence-Based Practice | Baseline and immediately after the 4-month intervention | Assessed as part of a custom-developed and validated questionnaire covering four domains and EBP-related competencies. Items were rated on a 5-point Likert scale. |
| Attitudes toward Evidence-Based Practice | Baseline and immediately after the 4-month intervention. | Assessed as part of a custom-developed and validated questionnaire covering four domains and seven EBP-related competencies. Items were rated on a 5-point Likert scale |
| Perceived Evidence-Based Practice Skills | Baseline and immediately after the 4-month intervention. | Assessed as part of a custom-developed and validated questionnaire covering four domains and EBP-related competencies. Items were rated on a 5-point Likert scale. |
| Frequency of Evidence-Based Practice Application | Baseline and immediately after the 4-month intervention. | Assessed as part of a custom-developed and validated questionnaire covering four domains and seven EBP-related competencies. Items were rated on a 5-point Likert scale |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Academic Engagement | Baseline and immediately after the 4-month intervention. | Measured using the Utrecht Work Engagement Scale - Student Version (UWES-S), a validated 9-item instrument assessing three dimensions: vigor, dedication, and absorption. Each item is rated on a 7-point Likert scale ranging from 0 (never) to 6 (always) |
| Student Satisfaction with Teaching and Assessment | One week after the completion of the 4-month intervention. | Measured using the Student Outcomes Survey (Fieger, 2012), which includes 20 closed-ended items rated on a 5-point Likert scale. The scale is organized into three domains: satisfaction with teaching (items 1-6), assessment methods (items 7-11), and learning experience (items 12-19). Item 20 assesses overall satisfaction. |
Countries
Argentina
Contacts
Primary ContactMauro F Andreu, PhD
Outcome results
None listed