Skip Navigation

Institution: Stanford University Libraries Sign In as Personal Subscriber
This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrow Cited by other online articles
Right arrow Request Permissions
Right arrow Disclaimer
Google Scholar
Right arrow Articles by Shlonsky, A.
Right arrow Articles by Gibbs, L.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Shlonsky, A.
Right arrow Articles by Gibbs, L.

Brief Treatment and Crisis Intervention 4:137-153 (2004)
© Oxford University Press 2004; all rights reserved.

Will the Real Evidence-Based Practice Please Stand Up? Teaching the Process of Evidence-Based Practice to the Helping Professions

   Aron Shlonsky, MSW, MPH, PhD
   Leonard Gibbs, MSSW, PhD

From Columbia University School of Social Work (Shlonsky) and the University of Wisconsin, Eau Claire, Department of Social Work (Gibbs).

Contact author: Aron Shlonsky, PhD, Columbia University School of Social Work, 601 W. 113th St., New York, NY 10025. E-mail: as2156{at}columbia.edu.

"Evidence-based practice" (EBP) is in danger of becoming a catchphrase for anything that is done with clients that can somehow be linked to an empirical study, regardless of the study's quality, competing evidence, or consideration of clients' needs. The EBP process, on the other hand, involves a well-built practice question, an efficient search for best evidence, a critical appraisal of that evidence, and action based on the interchange between client preferences, practice experience, and the best evidence. This article defines elements in the EBP process through examples taken from our own multidisciplinary work with students in two separate graduate and undergraduate programs. We also discuss practical concerns that have arisen while teaching EBP and explore a number of trends in discipline-specific databases.

KEY WORDS: evidence-based, interdisciplinary, decision making, social services, information services, databases, bibliographic




This article has been cited by other articles:


Home page
 Research on Social Work PracticeHome page
A. Rubin and D. Parrish
Problematic Phrases in the Conclusions of Published Outcome Studies: Implications for Evidence-Based Practice
Research on Social Work Practice, May 1, 2007; 17(3): 334 - 347.
[Abstract] [PDF]

Home page
 Research on Social Work PracticeHome page
A. Rubin and D. Parrish
Views of Evidence-Based Practice Among Faculty in Master of Social Work Programs: A National Survey
Research on Social Work Practice, January 1, 2007; 17(1): 110 - 122.
[Abstract] [PDF]

Home page
 Research on Social Work PracticeHome page
J. D. Woody, H. J. D'Souza, and R. Dartman
Do Master's in Social Work Programs Teach Empirically Supported Interventions? A Survey of Deans and Directors
Research on Social Work Practice, September 1, 2006; 16(5): 469 - 479.
[Abstract] [PDF]


Disclaimer:
Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.