The Contact Hypothesis: an exploration of its further potential in interprofessional education

Hean, S. and Dickinson, C. (2005) The Contact Hypothesis: an exploration of its further potential in interprofessional education. Journal of Interprofessional Care, 19, (5), 480-491. (doi:10.1080/13561820500215202).

This is the latest version of this item.


Full text not available from this repository.


This paper highlights the research challenges that face researchers wishing to build the evidence base around interprofessional education (IPE). It concentrates specifically on the short-term impact of IPE on a student population. The Contact Hypothesis is a particularly useful theoretical framework to address these challenges as well as guide the development of IPE interventions. A brief description of this theory and the closely-related theories of social identity and categorization is made in order to support and clarify this theoretical position. The application of the Contact Hypothesis as it has already been made in the IPE field is also described. The paper then addresses how the Contact Hypothesis can be further utilized to address IPE research needs. Through consideration of critique of this theory outside of this field, the development of this framework beyond its early applications to the IPE field are addressed in terms of future direction, the caveats and models of IPE that now require empirical testing.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1080/13561820500215202
ISSNs: 1469-9567 (print)
Related URLs:
Keywords: The Contact Hypothesis, inter-professional education, curriculum design, evaluation design, group relations, theoretical development
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > L Education (General)
Divisions : University Structure - Pre August 2011 > Superseded (HCIU)
ePrint ID: 16202
Accepted Date and Publication Date:
October 2005Published
31 October 2004Submitted
Date Deposited: 28 Jun 2005
Last Modified: 31 Mar 2016 11:30

Available Versions of this Item

Actions (login required)

View Item View Item