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Active learning to enhance evidence-based practice learning outcomes in undergraduate physiotherapy education: a
Mauro Federico Andreu1, Marco Ostolaza, Daniel Héctor Verdecchia
1Universidad Nacional de La Matanza (UNLaM), Departamento de Ciencias de la Salud, San Justo, Argentina.
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.
