title: Teaching evidence-based practice: implications for psychology.
abstract: A movement advocating the use of evidence-based practice (EBP) is increasingly influencing health care and the practice of psychology. Thus, teaching evidence-based practice in psychology (EBPP) is critical to the preparation of future health service psychologists. In this article, the authors address common myths associated with EBP, propose core components involved in teaching EBPP, and describe an example of how such training can be incorporated into a professional psychology education and training curriculum.
authors.affiliation: Department of Psychology, Oklahoma State University, Stillwater, OK 74078, USA. frank.collins@okstate.edu
authors.forename: Frank L
authors.initials: FL
authors.lastname: Collins
authors.forename: Thad R
authors.initials: TR
authors.lastname: Leffingwell
authors.forename: Cynthia D
authors.initials: CD
authors.lastname: Belar
mesh_terms: D019317:Evidence-Based Medicine / Q000193:education*; D006801:Humans; D011586:Psychology, Clinical / Q000193:education* / Q000592:standards; D013663:Teaching; D014481:United States