A Mixed-Methods Study of Training in Evidence-Based Practice in Psychology Among Students, Faculty, and Practitioners in India and the United States.

The current mixed-method study in India and the United States assessed understanding of what evidence-based practice in psychology (EBPP) is, how EBPP training and implementation occurs, and perceived barriers and needs related to EBPP training. Graduate students (India, n = 282; United States, n = 214), faculty (India, n = 24; United States, n = 67), and practitioners (India, n = 24; United States, n = 49) were surveyed, and focus groups with students (India, n = 31; United States, n = 12), faculty (India, n = 10, United States, n = 9), and practitioners (India, n = 28; United States, n = 17) were held. Individuals across countries and across the professional continuum were only somewhat aware of EBPP, largely equating it to just using empirically supported treatments. In both the United States and India, EBPP training was largely infused across the curriculum, though a sizable percentage of participants did report only limited exposure to EBPP training. Participants perceived themselves as engaging in EBPP. The biggest barriers to EBPP training (largely shared across countries) were hesitancy about EBPP, investing the time in training, and being wedded to a single school of thought. Indian participants also noted a limitation in primarily relying on data from Western countries. EBPP training needs identified included desire for greater flexibility within EBPP, receiving more theoretical foundation in EBPP, and more applied EBPP training. Results demonstrated advances in EBPP training in the past 15 years since the release of American Psychological Association's task force report but also provide areas for growth in training, specifically surrounding balancing research evidence with clients' cultural context as well as ways to promote lifelong EBPP learning. Public Significance Statement: Using surveys and focus groups in both the United States and India, this study asked current trainees, professors, and practitioners about their understanding of evidence-based practice in psychology (EBPP) as well as about strengths and needs in EBPP training. Individuals in both countries demonstrated a partial understanding of EBPP and identified gaps in training, particularly in incorporating clients' cultural identities into science-based interventions. Recommendations for training are provided. [ABSTRACT FROM AUTHOR]