Training Social Work Graduate Students in the Evidence-Based Practice Process

Abstract

Objective: This study tested the effects of integrating evidence-based practice (EBP) process material into a research curriculum for master of social work (MSW) students. Methods: A quasi-experimental design ( N = 152) was used across 12 sections of a required program evaluation course, with half integrating EBP process material and half using the traditional curriculum. A version of the Evidence-based Practice Process Assessment scale (EBPPAS) was administered at the beginning and end of the course. Analyses examined changes from pre- to posttest on EBPPAS subscales and assessed group differences. Results: At posttest, the EBP group had significantly higher ratings than the comparison group on the familiarity subscale. Both groups’ scores significantly increased at posttest on the familiarity with and engagement in the EBP process subscales. Conclusions: MSW students’ participation in a traditional program evaluation course is associated with increased EBP self-efficacy, and intentional introduction of EBP process material may further these outcomes.