• Summary: This article examines the precursors and advent of the evidence-based practice (EBP) movement, identifies feasibility obstacles to increasing the emphasis on teaching EBP in social work, offers some suggestions for alleviating those obstacles, and discusses arguments for and against the proposition that EBP is being oversold by advocates for increasing its emphasis in social work practice and education.
• Findings and Applications: It suggests that that if we increase the emphasis on EBP in the curriculum, we must so in an appropriate manner that gives adequate attention to the various kinds of EBP questions and their respective research hierarchies, to the significant degree of practitioner flexibility encouraged by the EBP process, and to the important role of theory and relationship factors in that process.
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