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.
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.
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.
San Justo, Buenos Aires, Argentina
Mauro F Andreu, PhD · mandreu@unlam.edu.ar · 1168788298