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This version was published on September 1, 2007
Research on Social Work Practice, Vol. 17, No. 5, 619-624 (2007)
DOI: 10.1177/1049731506297762
© 2007 SAGE Publications

The Teaching of Evidence-Based Practice in Social Work Higher Education—Living by the Charlie Parker Dictum: A Response to Papers by Shlonsky and Stern, and Soydan

David W. Springer

University of Texas at Austin, dwspringer@ mail.utexas.edu

This article, as a response to two papers, identifies five critical issues and themes related to the teaching of evidence-based practice (EBP) in social work higher education. These five themes are: defining EBP; modeling the complexity of EBP in teaching; examining social work curriculum; coordinating social work professional organizations; and shifting the culture in social work. In response to these themes, one key recommendation is that a Task Force on the Teaching of Evidence-Based Practice be formed as a way to continue the momentum gained through the Symposium on the Teaching of Evidence-Based Practice.

Key Words: evidence-based practice • social work higher education • effective teaching • Charlie Parker


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