Will opposites attract? Similarities and differences in students' perceptions of the stereotype profiles of other health and social care professional groups

Hean, Sarah; Clark, James G.; Adams, Kim; Humphris, Debra

doi:10.1080/13561820600646546

Cited by 124 publications

(102 citation statements)

References 25 publications

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“…Our experience, supported by the literature (Anderson & Thorpe 2010;Carpenter & Hewstone 1996;Hean et al 2006), is that there are some common issues within interprofessional learning groups. These include what students feel during the IPE experience, such as negative stereotyping, and may depend on how well students are prepared for the difference of IPL to uniprofessional learning and the perceived relevance of the session and how it relates to practice (Freeth et al 2005).…”

Section: Faculty Development and The Experienced Interprofessional Cusupporting

confidence: 64%

Faculty Development for Interprofessional Education and Practice

Anderson¹,

Hean²,

O’Halloran³

et al. 2013

Faculty Development in the Health Professions

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Section: Faculty Development and The Experienced Interprofessional Cusupporting

confidence: 64%

Faculty Development for Interprofessional Education and Practice

Anderson¹,

Hean²,

O’Halloran³

et al. 2013

Faculty Development in the Health Professions

Self Cite

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“…[38] Nurses have long been viewed as collaborators and coordinators in the healthcare field [12] whose work embodies "strong team player and interpersonal skills". [42] It is conceivable that students possessing these attitudes and characteristics might be drawn to the nursing profession, thus explaining the nursing students' optimistic outlook toward IPE.…”

Section: Discussionmentioning

confidence: 99%

Interprofessional learning: Perceptions of first year health students

Honan

Fahs

Talwalkar

et al. 2015

JNEP

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Background: Shared learning among health professional students has the potential to improve collaboration and reduce medical errors resulting in improved patient outcomes. While organizational difficulties pose significant challenges to implementing interprofessional learning, negative student attitudes may pose the greatest barrier to change. Thus, the aim of this qualitative study was to determine perceptions of first year health students (medical, nursing, and physician associate) toward interprofessional learning. Methods and findings: Content analysis was used to identify the repetitive themes regarding the facilitators and barriers to interprofessional education (IPE). Krippendorff's method was used to analyze comments written in an open-ended survey completed by first year medical (48/101 or 48%), nursing (59/81 or 73%) and physician associate (19/35 or 54%) students representing a response rate of 58% from one university in New England. Conclusions: Five interrelated themes emerged: Barriers included: History as prologue and Misunderstanding of "others", versus Resistance to "others". Facilitators included: Personal characteristics, Professional characteristics and Educational characteristics. Unique to medical students is Self-conscious emotions, while Optimism is unique to nursing students. While students may be ready to transform our educational systems, attention must be focused on the learning environment and complex factors that will facilitate this transformation.

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“…The effect size of each significant difference over time was calculated using the Pearson correlation, r, as effect size. In the style of Hean et al (2006), a profile of characteristics for each professional group, as perceived by participants, was created by displaying the mean values for all nine characteristics.…”

Section: Discussionmentioning

confidence: 99%

“…A number of established theories such as the contact hypothesis (Allport, 1954) and social identity theory (Tajfel, 1981) provide a framework for understanding the potential role of IPE in reducing prejudice, negative stereotyping and intergroup discrimination between health and social care professional groups (Hean, Macleod Clark, Adams, & Humphris 2006). However, there is a paucity of robust evidence to support the effectiveness of IPE in changing the stereotypical views or beliefs of health professionals.…”

Section: Introductionmentioning

confidence: 99%

“…This paper considers findings from the New Generation Project Longitudinal Study (NGPLS), a pioneering study exploring the impact of IPE, based on a common curriculum model, on the stereotypical beliefs of a large sample of health and social care students over the course of their undergraduate studies. The analysis of NGPLS baseline data on the stereotypical beliefs of undergraduate health and social care students commencing their undergraduate studies has been described by Hean et al (2006). Subsequent changes in those stereotypical beliefs over time are reported here and comparisons made between students who took part in an IPE programme with those who did not.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Moderating the stereotypical views of health and social care students: the role of interprofessional education

Foster

Clark

2014

Journal of Interprofessional Care

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The potential of interprofessional education (IPE) to influence the perceptions and attitudes of health and social care professionals towards their colleagues in other disciplines is well recognised. However empirical evidence for the positive impact of IPE on stereotypical beliefs has been limited. We report the findings of a pioneering, large scale study designed to assess the influence of IPE on these beliefs. A pre-test, post-test, quasi experimental design compared students' stereotypical views at the beginning and end of undergraduate studies. 580 students from ten health and social care professional groups undertook assessed IPE modules over three years (the intervention group). Baseline and post course stereotype ratings were compared with those of 672 students in a comparison group, not exposed to IPE modules. Baseline stereotype profiles showed clear variations in the way different professions were perceived, indicating stereotypical beliefs about the characteristics of each profession. Rating patterns were similar for intervention and comparison groups. At graduation only minor changes were observed in the overall rating patterns for both groups. However, more ratings had decreased in the intervention group than the comparison group, suggesting that IPE may play a role in moderating more extreme stereotyping of colleagues in other professions.

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Will opposites attract? Similarities and differences in students' perceptions of the stereotype profiles of other health and social care professional groups

Cited by 124 publications

References 25 publications

Faculty Development for Interprofessional Education and Practice

Faculty Development for Interprofessional Education and Practice

Interprofessional learning: Perceptions of first year health students

Moderating the stereotypical views of health and social care students: the role of interprofessional education

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