title: Understanding interprofessional education as an intergroup encounter: The use of contact theory in programme planning.
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.
authors.affiliation: a School for Policy Studies , University of Bristol , Bristol , UK.
authors.forename: John
authors.initials: J
authors.lastname: Carpenter
authors.affiliation: b Institute of Health Sciences , Newcastle University , Newcastle upon Tyne , UK.
authors.forename: Claire
authors.initials: C
authors.lastname: Dickinson
mesh_terms: D001291:Attitude of Health Personnel; D003299:Cooperative Behavior; D005260:Female; D006282:Health Personnel / Q000193:education*; D006801:Humans; D033183:Interdisciplinary Communication; D007400:Interprofessional Relations; D008297:Male; D010348:Patient Care Team; D011361:Professional Competence
keywords: Concept analysis; contact theory; evaluation research; interprofessional education; professional stereotypes