The Contact Hypothesis: An exploration of its further potential in interprofessional education

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.

Facilitator training for educators involved in interprofessional learning

“…They emphasise the importance of inter-personal interactions, but also discuss other conditions needed for successful inter-group contact. Although originally developed to enhance relations between racial or ethnic groups (Allport, 1954), application of this approach to learning has proven effective in promoting more positive (i.e., less negative) attitudes in a variety of groups, including different healthcare professionals (Hean & Dickinson, 2005;Hewstone, 2003). Carpenter and Dickinson (2008) describe other factors in addition to face-to-face contact that need to be considered when supporting IPL.…”

Second-year dental students’ perceptions about a joint basic science curriculum

“…Furthermore, common goals should be set for both groups, but differences should be highlighted and respected. [14,15] In practice this means that the basic medical sciences should be made more relevant for dental students within the joint curriculum. [13] Such an adjustment will require greater collaboration and communication between the medical and dental schools and may require additional resources.…”

Relative distancing: A grounded theory of how learners negotiate the interprofessional

“…The identification of co-presence and a context for interaction in this dataset resonates to some extent with the contact hypothesis developed by Allport (1954). The contact hypothesis is well established in the interprofessional literature for its theoretical relevance (Hean and Dickinson, 2005) and its delineated concepts that make it a useful evaluative tool (Carpenter, 1995;Carpenter and Hewstone, 1996;Barnes et al, 2000). Allport (1954) proposes that tension and hostility between groups can be reduced by bringing them together, but asserted that contact alone was insufficient to effect positive change without the conditions of equal status, common goals, co-operation of task, and the support of authorities.…”