Examining Professional Stereotypes in an Interprofessional Education Simulation Experience

Alison Bealle Rudd, Julie M Estis, Bill Pruitt, Theresa Wright


Background: Interprofessional education (IPE) provides a platform for early professional socialization, potentially affecting the accuracy of stereotypes among health professions students. The purpose of this study was to implement an interprofessional simulation with nursing, respiratory therapy (RT), and speech language pathology (SLP) students, and using the Student Stereotype Rating Questionnaire, evaluate how an IPE simulation approach may alter stereotypes that learners carry with them related to themselves and professions other than their own.

Methods and Findings: Participants rated the extent to which they believe attributes, based on nine professional characteristics, apply to either their own profession (autostereotypes), other professions (heterostereotypes), or their own profession as seen by others (perceived autostereotypes) with the Student Stereotype Rating Questionnaire (SSRQ). A quasi-experimental pretest-posttest design was used, and descriptive and analytical statistics conducted within and across groups. Participant impressions of the IPE experience are presented. Main limitations included smaller sample size of RT and SLP participants.

Conclusions: Results showed a significant difference from pre- to post-IPE simulation in nursing heterostereoptype, autostereotype, and perceived autostereotype scores. No significant difference was seen in hetereostereotypes of RT and SLP students. Overall, student impressions were positive. Recommendations include study replication for larger sample size.


Interprofessional education; Simulation; Health professions education; Stereotypes; Passy-Muir Valve

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DOI: http://dx.doi.org/10.22230/jripe.2016v6n1a228