Teaching Research Methods to MFT Master’s Students: A Comparison between Scientist-Practitioner and Research-Informed Approaches

被引：2
|
作者：
Meyer A.S. [1 ]
Bowden Templeton G. [1 ]
Stinson M.A. [1 ]
Codone S. [2 ]
机构：
[1] Mercer University School of Medicine, Macon, GA
[2] Center for Teaching and Learning, Mercer University, Macon, GA
来源：
Contemporary Family Therapy | 2016年 / 38卷 / 3期
关键词：
MFT training and education; Research methods; Research-informed clinician; Scientist-practitioner model;
D O I：
10.1007/s10591-016-9385-7
中图分类号：
学科分类号：
摘要：
The current study compares a traditional “scientist-practitioner” and a “research-informed” approach utilizing a sample of students from a COAMFTE accredited master’s program. Students were enrolled in a research methods course with either a “scientist-practitioner” or a “research-informed” focus. Results from both self assessment of core competencies, as well as basic research knowledge, found that both course types led to significant improvements; however neither course emerged as more significant than the other. Implications for best practices in teaching research methods in MFT training programs are discussed. © 2016, Springer Science+Business Media New York.
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页码：295 / 306
页数：11
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