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Teaching Evidence-Based Practice: Toward a New Paradigm for Social Work Education
Matthew O. Howard
Washington University
Curtis J. McMillen
Washington University
David E. Pollio
Washington University
The scientific literature relevant to social work practice has grown expansively in recent years. Corollary developments, including the widespread availability of electronic bibliographic databases, improved indexing services, and increased acceptance of systematic reviews and evidence-based practice guidelines, have made research findings increasingly accessible to practitioners. For the first time in the history of the profession, social work educators are confronted with the challenges posed, and opportunities afforded, by this accumulating body of practice-relevant scientific information. Evidence-based practice is a new paradigm that promotes more effective social interventions by encouraging the conscientious, judicious, and explicit use of the best available scientific evidence in professional decision making. Pedagogically, evidence-based practice involves teaching students the values and skills they need to identify, critically appraise, and apply practice-relevant scientific evidence over the course of their professional careers. This article describes the potential benefits of evidence-based social work professional education and ongoing efforts of the George Warren Brown School of Social Work at Washington University to implement curriculum-wide changes supportive of evidence-based professional practice education.
Key Words: evidence-based practice • empirically-based practice • professional education • pedagogy • social work education
Research on Social Work Practice, Vol. 13, No. 2,
234-259 (2003)
DOI: 10.1177/1049731502250404
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