Characterizing evidence-based practice and training resource barriers: A needs assessment

Allison E. Meyer, Erin E. Reilly, Katharine E. Daniel, Steven D. Hollon, Amanda Jensen-Doss, Douglas S. Mennin, Jordana Muroff, Tammy A. Schuler, Bradley A. White, Bethany A. Teachman

Research output: Contribution to journalArticlepeer-review


In the last two decades, evidence-based practices have become increasingly prioritized, and yet, adoption of evidence-based practices and principles is still limited. It is important then to characterize the contextual factors that facilitate or impede implementation and sustainment evidence-based practice. We conducted a needs assessment of diverse mental health providers (including clinical psychologists, social workers, and psychiatrists) to: (a) identify the most commonly perceived practical barriers to incorporating evidence-based practices into clinical care, (b) describe the most valuable features of existing resources that support evidence-based practice, and (c) offer suggestions for how those features can be leveraged to decrease challenges associated with integrating evidence-based principles into clinical practice. We present the results in this study of N = 476 clinical educators, practitioners, and trainees. Practicing in an evidence-based way was identified as a priority by most respondents and yet respondents noted time, cost, and access as barriers to training in, and ongoing engagement with, evidence-based practice. Assessing needs and desired resources helps create the roadmap toward sustainment of evidence-based care.

Original languageEnglish (US)
Pages (from-to)200-208
Number of pages9
JournalTraining and Education in Professional Psychology
Issue number3
StatePublished - Aug 2020


  • Barriers
  • Evidence-based practice
  • Practitioners
  • Trainees
  • Training

ASJC Scopus subject areas

  • Education
  • Psychology(all)


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