The Effect of Research Methods Education on Scientific Values, Epistemological Beliefs, and Research Attitudes in Physiotherapy Students

Vollständiger Abstract

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Objective: The aim of this study was to examine the effect of a research methods course on physiotherapy and rehabilitation students’ epistemological beliefs, tendencies toward scientific values, and attitudes toward scientific research.Methods: The study was conducted using a single-group pretest–posttest quasi-experimental design. A total of 85 undergraduate students who were enrolled in the research methods course during the relevant semester and voluntarily agreed to participate were included. Data were collected using a sociodemographic data form, the Epistemological Beliefs Scale, the Scientific Values Tendency Scale, and the Attitude toward Scientific Research Scale.Results: The findings indicated a significant increase in students’ tendencies toward scientific values following the course (p0.05). Change scores did not differ according to gender, reading habits, or frequency of reading scientific articles (p>0.05). Additionally, a low but statistically significant correlation was found between scientific values and epistemological beliefs (r=0.291; p=0.007).Conclusion: Research methods education appears to be effective in enhancing students’ orientation toward scientific values. However, longer-term and experience-based educational approaches may be required to achieve meaningful changes in deeper constructs such as epistemological beliefs and scientific attitudes.