Improving the Teaching of Evidenced-Based Practice: Challenges and Priorities
Haluk Soydan*
University of Southern California
* To whom correspondence should be addressed. E-mail: Soydan{at}usc.edu.
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Abstract |
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This article explores some of the main challenges of improving the teaching of evidence-based practice in schools of social work. The priority challenges are the needs for a general professional cultural shift, for adequate curricula, to overcome the controversy of scientific methodology, to better understand the state of the art of the professional knowledge base, to create a professional consensus on what is a reasonable evidence level on which to rely and in what circumstances, and to create genuine and instrumental teaching integrated into the places in which social work is practiced. Furthermore, it is suggested that when affected by exogenous sources of change, schools of social work and social work agencies will have to adopt evidence-based practice to increase their legitimacy and survival capability.
