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This version was published on September 1, 2007
Research on Social Work Practice, Vol. 17, No. 5, 561-568 (2007)
DOI: 10.1177/1049731507300191

Teaching Evidence-Based Practice: Strategic and Pedagogical Recommendations for Schools of Social Work

Matthew Owen Howard

University of Michigan, Ann Arbor, matthowa{at}umich.edu

Paula Allen-Meares

University of Michigan, Ann Arbor

Mary C. Ruffolo

University of Michigan, Ann Arbor

Widespread adoption of pedagogical methods promoting evidence-based practice (EBP) could enhance the effectiveness of social work practice education. Schools of social work should ensure that faculty are trained in the methods of EBP; establish a committee responsible for tracking and implementing demonstrably effective instructional innovations related to EBP; provide continuing education courses that promote scientifically supported practices and that include a course devoted specifically to teaching the methods of EBP per se; reward faculty who model superior pedagogical skills in relation to EBP; provide extensive training in computerized bibliographic database searching and other information acquisition methods; incorporate problem-based instructional methods into all practice courses; employ skills-based in vivo assessments and other measures to ensure student-practitioner competency in EBP methods prior to graduation; emphasize specialty practice education to an unprecedented degree; and test for competence in specialty practice areas.

Key Words: evidence-based practice • social work education • pedagogical methods


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