title: Ensuring that education, certification, and practice are evidence based.
abstract: The occupational therapy profession has put forth a vision for evidence-based practice. Although many practitioners express a commitment to the provision of services informed by evidence, the reality that tradition still determines much of our education, certification, and practice cannot be ignored. In this article, we highlight the disconnect between the profession's aspirations and actual practices using neurophysiological models as an example. We describe actions to actualize the shift from traditional interventions to evidence-based approaches. We challenge readers to become agents of change and facilitate a culture shift to a profession informed by evidence. It is our hope that this article will provoke critical discourse among educators, practitioners, authors, and editors about why a reluctance to let go of unsubstantiated traditions and a hesitancy to embrace scientific evidence exist. A shift to providing evidence-based occupational therapy will enable us to meet the objectives of the Centennial Vision.
authors.affiliation: Occupational Therapy Program, University of Scranton, Scranton, PA, USA. rita.fleming-castaldy@scranton.edu
authors.forename: Rita P
authors.initials: RP
authors.lastname: Fleming-Castaldy
authors.forename: Glen
authors.initials: G
authors.lastname: Gillen
mesh_terms: D002568:Certification; D004517:Education, Professional / Q000379:methods; D055317:Evidence-Based Practice / Q000379:methods*; D005260:Female; D005544:Forecasting; D006801:Humans; D008297:Male; D009788:Occupational Therapy / Q000193:education* / Q000379:methods; D011361:Professional Competence; D011364:Professional Practice / Q000592:standards* / Q000639:trends; D014481:United States