Teaching evidence-based practice in mental health

Abstract

Teaching evidence-based practice in mental health involves more than passing along a body of knowledge. We have attempted to convey that there are fundamental issues of professional value, identity, and philosophical approach that can, if not addressed, subvert the teaching process. Before mental health trainees and practitioners can learn evidence-based practice, they must see this form of practice as valuable and feasible. As mental health training programmes gain experience, they will become more adept at conveying to their students the rewards of evidence-based practice.