An interventional study of Active Learning-Based Research Methods Course in Health Education, sponsored by Universidad Nacional de la Matanza. Recruiting at 1 site in Argentina. Open to participants aged 18 Years and older, including healthy volunteers. Per ClinicalTrials.gov, last updated 2025-04-25.
Sponsored by Universidad Nacional de la Matanza · Not applicable, Interventional, and Other
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.
Universidad Nacional de la Matanza is the lead sponsor of 2 studies on the registry; 2 are open to participants now.
Counted across the registry records on this site, refreshed daily.
Exclusion Criteria:
Participants in this arm are fourth-year undergraduate physiotherapy students enrolled in a Research Methods course. They will receive a four-month educational intervention based on active learning strategies, including weekly group-based activities such as literature search, critical appraisal, structured presentations, peer feedback, and formative assessment using rubrics. The aim was to improve beliefs, attitudes, perceived skills, and frequency of use of evidence-based practice.
Behavioral: Active 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.
Also known as: AL-EBP
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 intervention
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.
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.
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.
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.
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.
Plan to share: No
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Universidad Nacional de la Matanza