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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), pp. 480-491. (doi:10.1080/13561820500215202).

Record type: Article

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.

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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

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Date deposited: 28 Jun 2005
Last modified: 17 Jul 2017 16:44

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Contributors

Author: S. Hean
Author: C. Dickinson

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