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Macro practice teaching and curriculum development from an evidence-based perspective.

John C Bricout1, David E Pollio, Tonya Edmond

  • 1George Warren Brown School of Social Work, Washington University in St. Louis, St. Louis, MO 63130, USA. jbricout@wustl.edu

Journal of Evidence-Based Social Work
|December 2, 2008
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Summary
This summary is machine-generated.

This study explores implementing evidence-based practice (EBP) in macro social work education, highlighting lessons learned and challenges in training social workers. It emphasizes the complexity of integrating multi-dimensional evidence into the curriculum.

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Area of Science:

  • Social Work Education
  • Evidence-Based Practice

Background:

  • The article examines the integration of evidence-based practice (EBP) as a guiding framework in macro-practice education.
  • It focuses on the initial five years of implementation at the George Warren Brown School of Social Work.

Purpose of the Study:

  • To contribute to the discourse on EBP in macro-practice education.
  • To share lessons learned from the first five years of implementation.
  • To identify challenges in training macro social workers in EBP.

Main Methods:

  • The study reviews the implementation of EBP in macro-practice education over five years.
  • It involves an examination of the educational framework and its development.

Main Results:

  • Lessons learned from the initial five years of EBP implementation are provided.
  • The complexity of multi-dimensional evidence is identified as a key challenge.

Conclusions:

  • Continuing dialogue is needed to overcome challenges in training macro social workers in EBP.
  • The integration of EBP into macro-practice education requires addressing the multi-dimensional nature of evidence.