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Evidence‐based practice in psychology: Perceptions of graduate students in scientist–practitioner programs
Author(s) -
Luebbe Aaron M.,
Radcliffe Alison M.,
Callands Tamora A.,
Green Debbie,
Thorn Beverly E.
Publication year - 2007
Publication title -
journal of clinical psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.124
H-Index - 119
eISSN - 1097-4679
pISSN - 0021-9762
DOI - 10.1002/jclp.20379
Subject(s) - psychology , perception , context (archaeology) , graduate students , medical education , curriculum , clinical practice , evidence based practice , process (computing) , applied psychology , pedagogy , alternative medicine , nursing , medicine , paleontology , pathology , neuroscience , biology , computer science , operating system
The evidence‐based practice movement in psychology (EBPP) is a relatively recent initiative to improve client care by integrating the best available research evidence with clinicians' expertise in the context of patient values and preferences. As this movement gains momentum in the field of psychology, training programs will likely need to modify their curricula to include training in the process of EBPP. An online survey was conducted of clinical psychology graduate students in programs that identified themselves as having a scientist–practitioner or clinical science model( N = 1,195). Understanding of, experiences with, attitudes towards, and training in EBPP was assessed. Students had a generally favorable view of psychology's move toward EBPP. Although students reported a moderate amount of exposure to and experiences with EBPP, misunderstandings about the principles of EBPP were prevalent. Compared to students planning primarily clinical practice careers, students planning primarily clinical research careers were more favorable towards EBPP, expected EBPP to be more influential in their future careers, and were more likely to use research, but less likely to use client preferences to guide treatment planning. Recommendations for modifying training programs to promote EBPP are discussed. © 2007 Wiley Periodicals, Inc. J Clin Psychol 63: 643–655, 2007.