Teaching Evidence-Based Practice in Service-Learning: A Model for Education and Service
Abstract
Evidence-based practice (EBP) is strongly emphasized in many professions and should be taught as part of pre-professional training or to promote the development of enlightened citizens who utilize professional services. Service-learning (SL) classes provide an excellent opportunity to provide meaningful training in how EBP relates to education, training, and service delivery. Two core components of SL are (1) integrated learning, where service is clearly linked to broader learning objectives and disciplinary values, and (2) meaningful service, where service produces measurable outcomes. In order to achieve both aspirations, undergraduate SL classes should provide explicit didactic instruction and direct experience in EBP. In this article, the authors review the rationale for EBP and provide an example of incorporating EBP into SL. Although the authors' example is from a psychology SL class, incorporation of EBP should be of interest to any discipline that values experiential education to promote critical thinking.
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