Using blended learning to implement evidence-based psychotherapies

Michael A. Cucciare*, Kenneth R. Weingardt, Steven Villafranca

*Corresponding author for this work

Research output: Contribution to journalReview articlepeer-review

57 Scopus citations


Historically, clinicians have learned about evidence-based psychotherapies (EBPs) by reading therapy manuals and/or attending clinical training workshops. However, researchers agree that such methods alone are insufficient to support the implementation of EBPs. This article explores the concept of blended learning (BL) and its potential for facilitating the implementation of EBPs. Blended learning refers to integration of multiple methods of information delivery into a single learning system. Implementation of EBPs describes a specific set of activities that are designed to promote the uptake and sustained adoption of a psychotherapeutic approach, strategy, or technique that has demonstrable empirical support. This article reviews the most common methods by which EBPs are currently disseminated and implemented, defines the concept of BL, and presents some examples of different elements that can be combined into a BL system. Three models of BL are presented and illustrations of these BL formulations are provided using examples from the extant literature. This article concludes with a summary and recommendations for future research.

Original languageEnglish (US)
Pages (from-to)299-307
Number of pages9
JournalClinical Psychology: Science and Practice
Issue number4
StatePublished - Nov 6 2008


  • Blended learning
  • Dissemination
  • Evidence-based psychotherapy
  • Implementation
  • Instructional design and technology

ASJC Scopus subject areas

  • Clinical Psychology


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