Evidence-Based Teaching Practice: Implications for Behavioral Health

Abstract

Educational practices and strategies have changed very little over the years, and even emerging advances in technology have become the prisoners of traditional academic norms. Thus, while there is increasing emphasis on evaluating and aligning caregiving processes with the strongest evidence of effectiveness, there is little demonstration or role-modeling of this same expectation in either the formal or continuing educational processes of behavioral healthcare providers. This "disconnect" is a significant problem in the field. This paper addresses the urgent need to inform the education and training of the behavioral health workforce with current theories regarding the teaching-learning process and evidence about the effectiveness of various teaching strategies. The relevant theories and available bodies of evidence are described, and the implications for workforce education and training are identified.

Immersing Practitioners in the Recovery Model: An Educational Program Evaluation

“…In regard to knowledge gains, however, the reported success may very well not translate into changes in practice. In general the benefits of workshops in producing practice change have been inconsistent and modest at best, although presentations such as ours that are interactive in design (e.g., involve roleplay, discussion, and experiential exercises) have had better success in producing practice change (Grol and Grimshaw 2003;Stuart et al 2004). Encouragingly Ranz and Mancini (2008) reported that there is an association between knowledge of recovery concepts and recovery-oriented practices.…”

Competencies of Employment Specialists for Effective Job Development

“…of knowledge (Stuart, Tondora, & Hoge, 2004), the competencies we have identified fall into the skills domain. Employment specialists excelled in being prepared yet flexible when going out to job develop.…”

“…The strategies known as ''demonstration'' and ''return demonstration'' may be particularly useful for the acquisition of job development skills. In this process, a teacher models a desired skill or behavior and the learner subsequently demonstrates the behavior to the teacher and receives individualized feedback on his or her performance (Stuart et al, 2004). Initial didactic trainings and follow-up booster trainings could be offered by consultants to model job development strategies shown to be effective.…”

Project GREAT: Immersing physicians and doctorally-trained psychologists in recovery-oriented care.

“…Third, it was self-evident that the targets of Project GREAT'S efforts were adults and thus the principles and science of teaching adult learners needed to be incorporated. Based on representative educational theory and research of adult learners (Stuart, Tondora, & Hoge, 2004;Zisook et al, 2005), the following instructional strategies were adopted by Project GREAT:…”