Understanding interprofessional education as an intergroup encounter: The use of contact theory in programme planning

Journal of Interprofessional Care
John Carpenter, Claire Dickinson

Abstract

A key underlying assumption of interprofessional education (IPE) is that if the professions are brought together they have the opportunity to learn about each other and dispel the negative stereotypes which are presumed to hamper interprofessional collaboration in practice. This article explores the application of contact theory in IPE with reference to eight evaluation studies (1995-2012) which adopted this theoretical perspective. It proposes that educators should pay explicit attention to an intergroup perspective in designing IPE programmes and specifically to the "contact variables" identified by social psychologists studying intergroup encounters. This would increase the chances of the planned contact having a positive effect on attitude change.

References

May 30, 2003·Journal of Interprofessional Care·Martin HindSue C Jones
Mar 12, 2004·Annual Review of Psychology·T F Pettigrew
Nov 26, 2005·Journal of Interprofessional Care·Sarah Hean, Claire Dickinson
Mar 3, 2009·Medical Education·Rola AjjawiGillian Nisbet
Jul 27, 2010·Nurse Education Today·Christine A AteahJudy Anderson
Apr 18, 2012·Journal of Interprofessional Care·Jennifer MohauptScott Reeves
Jul 4, 2012·Journal of Interprofessional Care·Hugh Barr
Dec 22, 2012·Journal of Interprofessional Care·Scott Reeves, Sarah Hean

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Citations

Feb 10, 2018·Journal of Interprofessional Care·Zachary SingerKrista Helleman
Feb 21, 2018·Journal of Interprofessional Care·Regina F DohertyPeter S Cahn
Aug 20, 2020·Journal of Interprofessional Care·Barret Michalec, Gerri Lamb
Jan 16, 2019·American Journal of Pharmaceutical Education·Jennifer Danielson, Mayumi Willgerodt
Jul 4, 2020·Journal of Interprofessional Care·Margo L Brewer, Helen Flavell
Dec 10, 2020·Korean journal of medical education·Sri DarmayaniDiantha Soemantri

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