Active learning to enhance evidence-based practice learning outcomes in undergraduate physiotherapy education: a quasi-experimental study.
TL;DR
Participation in the active learning program was associated with higher self-perceived EBP skills and reported frequency of use, although changes in attitudes and beliefs were limited.
Abstract
INTRODUCTION Engaging students in research and evidence-based practice (EBP) is a persistent challenge in health professions education. Active learning strategies can enhance understanding and application of EBP principles, yet evidence from undergraduate physiotherapy education, particularly in Latin America, remains limited.
Aim
The aim of this study was to examine changes in beliefs, attitudes, self-perceived skills, and reported frequency of use related to EBP learning outcomes among undergraduate physiotherapy students in Argentina participating in a Research Methodology course that incorporated an active learning program.
Methods
A quasi-experimental pre-post design without randomization or a control group was implemented during a 16-week Research Methodology course at a public university. In total, 43 students completed baseline assessments, while 38 completed the study and were included in the final analysis (11.6% attrition). The active learning program combined weekly face-to-face sessions, group discussions, presentations, and feedback using student-selected research articles. Outcomes were assessed using a self-administered EBP questionnaire (beliefs, attitudes, self-perceived skills, and reported frequency of use), the Spanish version of the Utrecht Work Engagement Scale-Student (UWES-S), and a satisfaction survey.
Results
Large improvements were observed in self-perceived EBP skills (d = 1.6, p < 0.001) and reported frequency of use (d = 1.97, p < 0.001). Changes in beliefs (d = 0.18, p = 0.27) and attitudes (d = 0.20, p = 0.23) were small and not statistically significant. Academic engagement showed a small but statistically significant overall increase (d = 0.37, p = 0.03), mainly driven by improvements in the vigor (d = 0.38, p = 0.02) and dedication (d = 0.35, p = 0.03) dimensions. Overall satisfaction with the program was 89.5%.
Conclusion
Participation in the active learning program was associated with higher self-perceived EBP skills and reported frequency of use, although changes in attitudes and beliefs were limited. SPANISH ABSTRACT https://links.lww.com/IJEBH/A687.