The Theory of Evidence-Based Practice: A Reformulation of the Evidence-Based Practice Inquiry Model

The evidence-based practice (EBP) model for clinical psychology directs clinicians to integrate the best available research evidence, client preferences and values, clinical expertise, and social and cultural factors for assessment and treatment in the clinical setting. Despite its many strengths, the five-step inquiry process within EBP has several theoretical and conceptual problems that make it difficult to carry out in practice. This thesis firstly outlines the transdisciplinary EBP model and explores several key criticisms directed toward the EBP model. Second, five outstanding theoretical and conceptual problems with the five-step inquiry model of EBP are identified: (a) information overload, (b) a focus on questions rather than tasks, (c) neglect of theory, (d) difficulty dealing with conflicting evidence, and (e) an oversimplified view of the role of values in research and practice. Third, a revised inquiry model is presented, demonstrating how it addresses the aforementioned problems. Forth, a key revision regarding the role of values in clinical practice is discussed further in relation to the modifications made to the inquiry model.