Improving stereotypes: The impact of interprofessional education in pre-health students

ABSTRACT

Research within interprofessional education (IPE) indicates health professional students hold stereotypes of other health professions at all stages within their academic journey. IPE can minimize negative stereotypes and influence a student’s willingness and readiness to collaborate with others. This article explores undergraduate pre-health student stereotypes of various health professionals at the beginning and end of a six-week summer academic enrichment program, which included IPE. Convenience sampling was used to request participation in a survey, which included the Student Stereotypes Ratings Questionnaire (SSRQ). The SSRQ asks students to rate their perception of health professions on multiple traits. One hundred pre-health students across three institutions completed the SSRQ. The mean scores across all professions and all traits increased post-survey. Lowest pre-mean scores were for nursing (the ability to work independently and the ability to lead a team) and registered dietitian (the ability to lead a team). The highest pre-mean score was for the physician profession for academic ability. Results from this study indicate varying levels of stereotypes have already developed in pre-health students. After the six-week program, pre-health students’ perceptions of health professions were positively affected. Data from this study indicates there are benefits to exposing pre-health students to IPE.

KEYWORDS:

• Interprofessional education
• pre-health students
• stereotypes
• perceptions

Acknowledgments

We would like to acknowledge the RWJF, the AAMC, and ADEA for the opportunity to serve as SHPEP host sites in 2017 and 2018, Xavier University of New Orleans, College of Pharmacy, and the UAB Center for Interprofessional Education and Simulation.

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the writing and content of this article. No external funding was associated with development of the article.

Additional information

Notes on contributors

Tina Patel Gunaldo

Tina Gunaldo is the director for the Center for Interprofessional Education and Collaborative Practice at Louisiana State University Health Sciences Center at New Orleans. Dr. Gunaldo serves on the American Interprofessional Health Collaborative Scholarship Committee. She is the co-editor in chief for the Health, Interprofessional Practice and Education journal and is a co-editor for the textbook Interprofessional Education and Collaboration: An Evidence-Based Approach to Optimizing Health Care.