Evidence-Based Teaching Practice: Implications for Behavioral Health

  • Gail W. Stuart
  • Janis Tondora
  • Michael A. Hoge
Article

DOI: 10.1023/B:APIH.0000042743.11286.bc

Cite this article as:
Stuart, G.W., Tondora, J. & Hoge, M.A. Adm Policy Ment Health (2004) 32: 107. doi:10.1023/B:APIH.0000042743.11286.bc

Abstract

Educational practices and strategies have changed very little over the years, and even emerging advances in technology have become the prisoners of traditional academic norms. Thus, while there is increasing emphasis on evaluating and aligning caregiving processes with the strongest evidence of effectiveness, there is little demonstration or role-modeling of this same expectation in either the formal or continuing educational processes of behavioral healthcare providers. This “disconnect” is a significant problem in the field. This paper addresses the urgent need to inform the education and training of the behavioral health workforce with current theories regarding the teaching–learning process and evidence about the effectiveness of various teaching strategies. The relevant theories and available bodies of evidence are described, and the implications for workforce education and training are identified.

behavioral health evidence-based teaching practice learning theory teaching strategies 

Copyright information

© Springer Science+Business Media, Inc. 2004

Authors and Affiliations

  • Gail W. Stuart
    • 1
  • Janis Tondora
    • 2
  • Michael A. Hoge
    • 3
  1. 1.College of NursingMedical University of South Carolina, Charleston, SC. President, American College of Mental Health AdministrationUSA E-mail:
  2. 2.Department of PsychiatryYale University School of MedicineNew Haven
  3. 3.Yale University School of MedicineDirector of Behavioral Health Services, Connecticut Mental Health CenterNew Haven