There can be few models of professional practice that have been subjected to such extensive scrutiny, such high levels of endorsement and such severe criticism as the scientist-practitioner model. However, despite the controversy which has surrounded this professional edifice, the last few years have witnessed a renewed interest in what it means to operate as a scientist-practitioner (Corrie and Callanan, 2000, 2001; Kennedy and Llewelyn, 2001; Manafi, 2004; Trierweiler and Stricker, 1998).