Clinical trial NCT06945367: Active Learning and EBP Competency in Undergraduate Physiotherapy
Official title: Impact of Active Learning on Beliefs, Attitudes, Perceived Skills, and Application of Evidence-Based Practice in Undergraduate Physiotherapy Students
Study type: INTERVENTIONAL
Overall status: RECRUITING
Phase: NA
Conditions: Health Education
Keywords: Evidence-Based Practice
Health Knowledge, Attitudes, Practice
Physical Therapy Specialty
Education, Professional
Lead sponsor: Universidad Nacional de la Matanza
Sponsor class: OTHER
First posted: 2025-04-25
Enrollment: 38
Sex: ALL
Minimum age (years): 18
Standard ages: ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: NA
Intervention model: SINGLE_GROUP
Intervention model description: Pre-post quasi-experimental design without a control group
Primary purpose: OTHER

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.

Eligibility criteria: 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.

Primary outcomes:
measure: Beliefs about Evidence-Based Practice
timeFrame: Baseline and immediately after the 4-month intervention
measure: Attitudes toward Evidence-Based Practice
timeFrame: Baseline and immediately after the 4-month intervention.
measure: Perceived Evidence-Based Practice Skills
timeFrame: Baseline and immediately after the 4-month intervention.
measure: Frequency of Evidence-Based Practice Application
timeFrame: Baseline and immediately after the 4-month intervention.
Secondary outcomes:
measure: Academic Engagement
timeFrame: Baseline and immediately after the 4-month intervention.
measure: Student Satisfaction with Teaching and Assessment
timeFrame: One week after the completion of the 4-month intervention.
Other outcomes:
Locations:
city: San Justo
country: Argentina
facility: Universidad Nacional de la Matanza
state: Buenos Aires
Study officials:
References: