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Research on Social Work Practice
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Article

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

* To whom correspondence should be addressed. E-mail: dwspringer{at}mail.utexas.edu.


  Abstract
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.

First published on June 12, 2007, doi:10.1177/1049731506297762

Research on Social Work Practice 2007;17:619.

A more recent version of this article appeared on September 1, 2007

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