Transparency as the Route to Evidence-Informed Professional Education

University of California at Berkeley

^* To whom correspondence should be addressed. E-mail: gambrill{at}berkeley.edu.

	Abstract

The author suggests that transparency in all venues, including social work education, practice and policy, and the conduct and reporting of related research, will be required to advance the effectiveness of professional education. Possibilities for improving the quality of professional education differ in terms of how evidence-informed practice is viewed. The process and philosophy of evidence-based practice (EBP) as described in original sources are systemic in focus calling for radical change in multiple venues, including professional education (moving to problem-based learning [PBL]), practice (e.g., involving clients as informed participants), and reporting of research (e.g., accurately describing methodological limitations). In PBL, students are repeatedly confronted with their ignorance and given repeated opportunities to hone self-learning skills. A narrow view of EBP as using EBPs (evidence-based practice guidelines) requires much less change and, the author suggests, much less potential for improving the quality of professional education.
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