Active Learning and EBP Competency in Undergraduate Physiotherapy
ConditionHealth Education
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age18+
SponsorUniversidad Nacional de la Matanza
About this trial
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.
Eligibility criteria
This trial accepts healthy volunteersQualifiers
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.
Disqualifiers
Students who withdrew from the course before completion of the follow-up period.
Incomplete or missing baseline or final evaluation data.
Trial design
Design model
Single group
Treatments tested in this trial
Active Learning-Based Research Methods Course
BehavioralA 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.
Treatment groups
38 Participants
are divided into 1 treatment groupGroup A: Active Learning GroupExperimental treatment 1 intervention
Trial outcomes
Primary outcomes
1
Beliefs about Evidence-Based Practice
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.
Time frame
Baseline and immediately after the 4-month intervention2
Attitudes toward Evidence-Based Practice
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
Time frame
Baseline and immediately after the 4-month intervention.3
Perceived Evidence-Based Practice Skills
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.
Time frame
Baseline and immediately after the 4-month intervention.4
Frequency of Evidence-Based Practice Application
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
Time frame
Baseline and immediately after the 4-month intervention.Secondary outcomes
1
Academic Engagement
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")
Time frame
Baseline and immediately after the 4-month intervention.2
Student Satisfaction with Teaching and Assessment
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.
Time frame
One week after the completion of the 4-month intervention.Sponsors and contacts
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Source ClinicalTrials.gov