An Educator’s Response

Abstract

According to the American Music Therapy Association (AMTA, 2010), evidence-based practice within the field of music therapy “integrates the best available research, the music therapists’ expertise, and the needs, values, and preferences of the individual(s) served” (n.p.). In music therapy, just as in other health professions, the goal of evidence-based practice is to improve access and quality by incorporating research at all levels and within all areas of practice. Consequently, consuming, generating, and applying research must become an integral part of music therapy practice (AMTA, 2005). How, then, do music therapists develop the skills needed for evidence-based practice? This question, among others, was put forth at Music Therapy Research 2025 (MTR2025). There, music therapy administrators, clinicians, educators, researchers, and students came together to discuss clinical research needs, policy imperatives, future considerations, and capacity-building in music therapy research. As a part of this process, I was given the opportunity to share my perspective as an educator, in terms of both where we have been and where we need to go in music therapy research education.