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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Beliefs about Evidence-Based Practice
Timeframe: Baseline and immediately after the 4-month intervention
Attitudes toward Evidence-Based Practice
Timeframe: Baseline and immediately after the 4-month intervention.
Perceived Evidence-Based Practice Skills
Timeframe: Baseline and immediately after the 4-month intervention.
Frequency of Evidence-Based Practice Application
Timeframe: Baseline and immediately after the 4-month intervention.