Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
5569444 | Journal of Interprofessional Education & Practice | 2017 | 9 Pages |
Abstract
The findings lend support for the Contact Hypothesis and the authors suggest that opportunities for students to informally interact and socialize may have significant positive impact on students' perceptions and knowledge of other health disciplines and professions, and that models of cognitive representation that emphasize more personalization may also be effective tools in examining how intergroup contact within IPE affects students' stereotypes.
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Authors
Barret PhD, Carolyn PhD, Sarah BA, Christine MD,