Public health education student stereotypes of other health professions before and after an interprofessional education program

Abstract

Purpose: Although they participate in interprofessional education and practice, little is known about stereotypes public health education students have of other health professions. The purpose of this study was to assess the impact of an interprofessional education program on stereotypes of other health professions students held by public health education students. Methods: Using a pre-test/post-test control group design, one group (experimental) of public health education student participants was enrolled in a semester-long interprofessional education program while another from the same school of health sciences (control) was not. Results: Upon completion of the program, the experimental group significantly (p<.001) improved their perceptions of nursing students on nine positive professional characteristics. Discussion: Interprofessional education programs that emphasize collaborative interactions and knowledge, especially for public health education students, may prevent stereotyping attitudes and behaviors that could limit future teamwork practice. Students should recognize, too, that interprofessional characteristics should not be assumed or judged based on profession but on the individual. Keywords: Interprofessional education, Nursing, Public health, Stereotyping