Abstract
Objective: A national online survey assessed the views of 973 faculty members in master of social work programs regarding their receptivity toward, definition of, and views of disparate sources of evidence pertinent to evidence-based practice (EBP) and the teaching of EBP. Method: Due to Internet-related technical difficulties, the response rate could not be precisely determined; however, it was at least 33% and conceivably much higher. Results: Although the large majority (73%) of respondents expressed a favorable view toward EBP, disparities are identified among respondents in both the definition of EBP and views regarding the EBP research hierarchy. Conclusion: Efforts appear to be needed to increase agreement regarding the definition and conceptualization of EBP among educators, with special attention to divergent views regarding what constitutes sufficient evidence to guide practice decisions or to convey that an intervention is evidence-based.
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