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This article examines the development of the concept of transferability in qualitative research and how it is similar to and different from generalization. Transferability is a process of abstraction used to apply information drawn from specific persons, settings, and eras to others that have not been directly studied. The concept of transferability has been minimally discussed in the social science and social work literature. The more widely used term, generalization, is poorly distinguished from transferability. This article explores the development of the concept of transferability in qualitative research, clarifying how it differs from universal generalization. Issues of who makes such transfers are examined. Several methods for conceptualizing transfers are detailed. Some types of generalization identified in the literature seem more accurately described as transfers when conceptualized fully.

This conceptual article argues that evidence-based practice (EBP) is best understood as a component of the informed consent process preceding treatment. The legally mandated informed consent/consent to treat process requires that professionals disclose to clients the nature of services along with potential risks, benefits, and alternatives. Informed consent is a long-standing part of professional practice ethics with over a century of legal precedents. The more recent EBP process also requires discussion with the client of the best research-supported treatments, which are explored in combination with the client's values and preferences and the professional's expertise, to develop a treatment plan. Yet, EBP has not been clearly linked to informed consent for treatment. EBP can be usefully understood as part of the more comprehensive informed consent ethics process. New practice and ethics competencies are examined.

This paper introduces models and techniques for synthesizing multiple qualitative studies on a topic. Qualitative research synthesis is a diverse set of methods for combining the data or the results of multiple studies on a topic to generate new knowledge, theory and applications. Use of qualitative research synthesis is rapidly expanding across disciplines. Aggregative and interpretive models of qualitative research synthesis are defined and distinguished. Several interpretive models are detailed. Their strengths are identified, and their limitations and areas of methodological ambiguity are critically examined. The steps of qualitative research synthesis are discussed and challenges specific to doing qualitative synthesis are identified and explored.

This article examines the interdisciplinary literature in order to define core content areas and course structures used in teaching qualitative research. The available literature on teaching qualitative research is very small and consists mainly of "one off" papers that do not develop topics in depth. This article identified 10 broad topics as important to the effective teaching of qualitative research. A variety of curriculum structures and course formats currently used in social work education are examined. Approaches to teaching design and theory, and more project-based approaches to active leading are distinguished. Recommendations for expanding and enhancing the teaching of qualitative research conclude the article.