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Related Experiment Videos

Teaching evidence-based practice: implications for psychology.

Frank L Collins1, Thad R Leffingwell, Cynthia D Belar

  • 1Department of Psychology, Oklahoma State University, Stillwater, OK 74078, USA. frank.collins@okstate.edu

Journal of Clinical Psychology
|June 7, 2007
PubMed
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Teaching evidence-based practice in psychology (EBPP) is crucial for future psychologists. This article clarifies common myths, outlines essential EBPP teaching components, and provides a curriculum example.

Area of Science:

  • Psychology
  • Health Services

Background:

  • The growing influence of evidence-based practice (EBP) in healthcare and psychology necessitates specialized training.
  • Preparing future health service psychologists requires effective instruction in evidence-based practice in psychology (EBPP).

Purpose of the Study:

  • To address prevalent myths surrounding evidence-based practice (EBP).
  • To propose core components for teaching evidence-based practice in psychology (EBPP).
  • To illustrate how EBPP training can be integrated into psychology curricula.

Main Methods:

  • Literature review and conceptual analysis to identify EBP myths.
  • Development of a framework for EBPP core components.
  • Case example of curriculum integration.

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Main Results:

  • Debunking common misconceptions about EBP.
  • Identification of key knowledge, skills, and attitudes for EBPP.
  • A practical model for implementing EBPP training in graduate programs.

Conclusions:

  • Effective EBPP training is essential for competent future psychologists.
  • Addressing myths and providing structured training components can enhance EBPP education.
  • Curriculum integration is feasible and recommended for psychology programs.