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Workforce Preparation: Academic Curricula and Concerns

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Selecting and Implementing Evidence-Based Practice

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Abstract

Despite increasing emphasis for more than two decades on utilizing a process of evidence-based practice or evidence-supported treatment models, a gap remains between what we know works and what we actually do. Curriculum development and instruction in professional degree programs are significant contributing factors to this research-to-practice gap . Curricula are developed by faculty and reviewed and approved (or not) by faculty committees. Faculty concerns or misconceptions, their knowledge and experience, can support, slow, or impede the integration of evidence-based practice and implementation science into academic workforce preparation . Faculty opinions and beliefs, what they know or don’t know, what they can or cannot do, shape academic and field curricula . Logically, in addition to professional values and ethics, advances in science, funding source expectations and the related needs of service systems and organizations should inform the focus and content of curricula.

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Author information

Authors and Affiliations

  1. Professor, School of Social Work, University of Missouri–Kansas City, Kansas City, MO, USA

    Rosalyn Bertram Ph.D.

  2. Research Associate Professor, Graduate School of Social Work, University of Denver, Denver, CO, USA

    Suzanne Kerns Ph.D.

Authors
  1. Rosalyn Bertram Ph.D.
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  2. Suzanne Kerns Ph.D.
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Correspondence to Rosalyn Bertram Ph.D. .

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Bertram, R., Kerns, S. (2019). Workforce Preparation: Academic Curricula and Concerns. In: Selecting and Implementing Evidence-Based Practice. Springer, Cham. https://doi.org/10.1007/978-3-030-11325-4_5

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  • DOI: https://doi.org/10.1007/978-3-030-11325-4_5

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-11324-7

  • Online ISBN: 978-3-030-11325-4

  • eBook Packages: Social SciencesSocial Sciences (R0)

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