Yousef F Alfarraj, Abdulwali H Aldahmash, Sozan H Omar
Teachers' perspectives on teaching science through an argumentation-driven inquiry model: A mixed-methods study
Heliyon
literature describing impact guided selfstudy gss knowledge changes skills improvements undergraduate students scarce aims study evaluate feasibility gss programme fulltime undergraduate physiotherapy degree course assess effectiveness gss changes knowledge development skills handson fiftythree firstsemester undergraduate physiotherapy students randomly divided gss group control group cg gss group received six clinical cases prepared case 8day cycle control group received selfstudy learning units original curriculum content primary outcome parameters 1 time task 2 responsiveness students 3 programme differentiation knowledge changes skills changes tested using multiplechoice questionnaire objective structured clinical examination osce students responsiveness 32 priori set 83 differences programme differentiation found osce grade significantly higher gss compared cg p 0003 gss programme current form feasible regarding students responsiveness therefore slight modification study protocol eg better time planning academic calendar needed improve students willingness participate gss programme adaptation school timetable allow undergraduate physiotherapy students prepare clinical cases conditions lower workload guided selfstudy compared cg superior knowledge change handson skills improvement