Teaching Evidence-Based Practice: Strategic and Pedagogical Recommendations for Schools of Social Work
Matthew Owen Howard*,
Paula Allen-Meares,
Mary C. Ruffolo
University of Michigan, Ann Arbor
* To whom correspondence should be addressed. E-mail: matthowa{at}umich.edu.
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Abstract |
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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-practi-tioner competency in EBP methods prior to graduation; emphasize specialty practice education to an unprecedented degree; and test for competence in specialty practice areas.
