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NCT Number: NCT06945367

Active Learning and EBP Competency in Undergraduate Physiotherapy

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.

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Key information

Conditions

Health Education Adherence Interventions Behavior Health Behavior Medication Adherence Patient Acceptance of Health Care Patient Compliance Treatment Adherence and Compliance

Age range

18 year and older

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Universidad Nacional de la Matanza

San Justo, Buenos Aires, B1754, Argentina

Location status: Recruiting

Location contact

Mauro F Andreu, PhD

CONTACT

[email protected]

1168788298

Tatiana Dias de Carvalho, PhD

CONTACT

[email protected]

About this study

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.

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

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.

Treatment and study plan

Active Learning-Based Research Methods Course

Behavioral

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.

Other names: AL-EBP

Primary outcomes

  1. Beliefs about Evidence-Based Practice

    Time frame: 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.

  2. Attitudes toward Evidence-Based Practice

    Time frame: 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

  3. Perceived Evidence-Based Practice Skills

    Time frame: 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.

  4. Frequency of Evidence-Based Practice Application

    Time frame: 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 outcomes

  1. Academic Engagement

    Time frame: 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")

  2. Student Satisfaction with Teaching and Assessment

    Time frame: 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.

Study contacts

Contact information is provided by the study sponsor or research team.

Mauro F Andreu, PhD

CONTACT

[email protected]

(+54) 9 11 6 878 8298

Sponsors and collaborators

Lead sponsor

Universidad Nacional de la Matanza

Other

Registry information

Official study title

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

Important dates

Study start
2025
Primary completion
2025
Study completion
2025
First posted
Apr 25, 2025
Registry last updated
Apr 25, 2025

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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