The Contact Hypothesis: an exploration of its further potential in interprofessional education
The Contact Hypothesis: an exploration of its further potential in interprofessional education
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.
The Contact Hypothesis, inter-professional education, curriculum design, evaluation design, group relations, theoretical development
480-491
Hean, S.
c707e65c-9b16-4c5e-bd0b-62ad4e9c917a
Dickinson, C.
0c6cee9f-913e-49a2-88a9-a03eb1cae240
October 2005
Hean, S.
c707e65c-9b16-4c5e-bd0b-62ad4e9c917a
Dickinson, C.
0c6cee9f-913e-49a2-88a9-a03eb1cae240
Hean, S. and Dickinson, C.
(2005)
The Contact Hypothesis: an exploration of its further potential in interprofessional education.
Journal of Interprofessional Care, 19 (5), .
(doi:10.1080/13561820500215202).
Abstract
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.
This record has no associated files available for download.
More information
Submitted date: 31 October 2004
Published date: October 2005
Keywords:
The Contact Hypothesis, inter-professional education, curriculum design, evaluation design, group relations, theoretical development
Identifiers
Local EPrints ID: 16202
URI: http://eprints.soton.ac.uk/id/eprint/16202
PURE UUID: 6c9a2a20-1c14-44c6-bc17-225d9c0826fc
Catalogue record
Date deposited: 28 Jun 2005
Last modified: 15 Mar 2024 05:46
Export record
Altmetrics
Contributors
Author:
S. Hean
Author:
C. Dickinson
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics