Stereotypes Between Physical and Occupational Therapy Students

Kamps, Jennifer; Page, Robin; Seagrave, Christopher; Sweet, Melody; Zettergren, Karen; Kinnon, Joyce Mac

doi:10.1097/00001416-199601000-00005

Cited by 7 publications

(12 citation statements)

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“…However, only a small amount of literature is available that investigates the professions allied to medicine. Previous literature, investigating stereotypes, has indicated that physiotherapy students use a greater number of positive adjectives to describe their own discipline in relation to other disciplines (Kamps et al . 1996) but, to date, there have been no studies investigating stereotypes and the profession of podiatry.…”

Section: Introductionmentioning

confidence: 99%

“…Literature investigating interprofessional educational within the healthcare sector reports equivocal findings, and the adopted research methodologies vary in their design and rigour. Evaluation and research into shared learning, involving physiotherapy, commonly involves either physiotherapy and occupational therapy students (Parker & Chan 1986;Streed & Stoecker 1991;Kamps et al 1996) or nursing and physiotherapy students (Dalley & Sims 2001). Recent work by Katz et al (2001) investigated the stereotypes that physiotherapy and occupational therapy students hold of each other.…”

Section: Introductionmentioning

confidence: 99%

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Professional stereotyping and interprofessional education

Mandy

Milton

Mandy

2004

Learn Health Soc Care

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Effective interprofessional working is considered to be essential for optimum healthcare delivery. Interprofessional rivalry, tribalism and stereotypes are known to exist within healthcare professions and detract from effective health delivery. Limited literature is available that reports undergraduate healthcare students' stereotypical perceptions of each other. Stereotypes in relation to interprofessional education are commonly explained through the Contact Hypothesis Theory, the Realistic Conflict Theory, or the Social Identity Theory. The aim of this study was to investigate undergraduate physiotherapy and podiatry students' stereotypes of each other's professions before and after a semester of interprofessional education. Stereotypes were measured using the Health Team Stereotype Scale. Results indicated that both professional groups had stereotypical perceptions of each other prior to any education, which were reinforced as a result of the education. The results support the Social Identity Theory, which explains intergroup discrimination and describes an interpersonalintergroup continuum. The timing of the interprofessional education may be critical to reducing such an effect

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Professional stereotyping and interprofessional education

Mandy

Milton

Mandy

2004

Learn Health Soc Care

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“…In der einzigen quantitativen Erhebung aus Deutschland beschreiben Medizinstudierende ihre eigene Profession als besonders fähig, vertrauenswürdig, zuverlässig, selbstbewusst, sympathisch und mächtig (Schrauth et al, 2009 (Michalec et al, 2013;Hean 2006aHean , 2006b). Physiotherapeuten/-innen werden sowohl ausgeprägte praktische Fähigkeiten (Michalec et al, 2013;Hean 2006aHean , 2006b) zugeschrieben als auch Eigenschaften wie zuverlässig, erfahren, schnell, schwierig, herausfordernd, wohlhabend und zielgerichtet (Kamps et al, 1996). Ergotherapeuten/-innen zeichnen sich aus Sicht der Studierenden durch ihre hohe Sozialkompetenz aus (Michalec et al, 2013;Hean, 2006aHean, , 2006b) und werden zugleich als kollegial, kreativ, bescheiden, unterschätzt und zurückhaltend eingestuft (Kamps et al, 1996).…”

Section: Erkenntnisse Aus Quantitativ-empirischer Forschungunclassified

“…Physiotherapeuten/-innen werden sowohl ausgeprägte praktische Fähigkeiten (Michalec et al, 2013;Hean 2006aHean , 2006b) zugeschrieben als auch Eigenschaften wie zuverlässig, erfahren, schnell, schwierig, herausfordernd, wohlhabend und zielgerichtet (Kamps et al, 1996). Ergotherapeuten/-innen zeichnen sich aus Sicht der Studierenden durch ihre hohe Sozialkompetenz aus (Michalec et al, 2013;Hean, 2006aHean, , 2006b) und werden zugleich als kollegial, kreativ, bescheiden, unterschätzt und zurückhaltend eingestuft (Kamps et al, 1996). Auf Basis von Einzelbewertungen erstellte Eigenschaftsprofile zeigen, dass sich die Stereotype von Ärzten/-innen und Apothekern/-innen sehr ähneln, ebenso wie die von Sozialarbeitern/-innen, Hebammen und Pflegenden.…”

Section: Erkenntnisse Aus Quantitativ-empirischer Forschungunclassified

“…Die größten Unterschiede zeigen sich zwischen Ärzten/-innen und Pflegenden (Hean et al, 2006a;Lindqvist et al, 2005aLindqvist et al, , 2005b (Michalec et al, 2013;Hean et al, 2006b). Weiterhin belegen die Befunde eine Favorisierung der eigenen Profession, mitunter bereits zu Studienbeginn (Katz et al, 2001;Kamps et al, 1996;Streed & Stoecker, 1991;Parker & Chan,1986;Michalec et al, 2013 (Hind et al, 2003).…”

Section: Erkenntnisse Aus Quantitativ-empirischer Forschungunclassified

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Stereotypes in health professional students – perspectives for research about interprofessional learning, teaching and working / Stereotype von Lernenden in den Gesundheitsprofessionen – Perspektiven für die Forschung zum interprofessionellen Lernen, Lehren und Arbeiten

Wild

Ewers

2017

International Journal of Health Professions

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Background:As the scientific discourse about interprofessional learning, teaching, and practice has been gaining momentum in recent years, German-speaking countries still have a considerable amount of catching up to do compared with other countries. The discourse about stereotypes and their effects may serve as an example in this respect. Objective: We set out to establish which theoretical and methodological approaches have been used in research on stereotypes endorsed by health professions students and which empirical findings are currently available on the effects of such stereotypes on interprofessional learning, teaching and practice. The main goal was to summarize the current research, to point out research desiderata and identify starting points for further research about this topic. Methods: A broad narrative review of English and German literature was performed. Results were prepared, reflected and descriptive and analytical summarized. Results: International research on stereotypes of health professions students in the interprofessional discourse is characterized by social-psychological theoretical and quantitative-empirical methodological approaches. Heterogeneous study designs limit the comparability and generalizability of current study findings. Answers to questions of whether and how stereotypes can be influenced through interprofessional learning, teaching, and practice were inconsistent in the literature. Conclusion: Research findings on stereotypes endorsed by health professions students provided interesting theoretical and empirical perspectives for the debate surrounding interprofessional learning, teaching, and practice. These perspectives should be used to guide and stimulate further research on this topic in German-speaking countries.Stereotypes -students -health professional -interprofessional education -empirical research -review Keywords Abstract

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