As the process of evidence-based practice (EBP) gains a foothold in the curricula of schools of social work and the various helping professions, instructors have been encountering a unique set of challenges. On one hand, educators must develop new curricula to convey material that is often complex and is, even in its most advanced state, still in its infancy. On the other hand, instructors may find themselves in the awkward position of challenging traditional classroom material and entrenched practices. This article offers a supplement to EBP texts by practically discussing some of the philosophical tenets of EBP, suggesting steps to enhance the learning environment, offering instructional supports, and identifying a common set of pitfalls and some suggested solutions.
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