Poverty Simulations: Are the Learning Outcomes Consistently and Uniformly Positive?

Area of Science:

• Medical Education
• Social Determinants of Health
• Attitudinal Research

Background:

• Poverty simulations are used to improve attitudes toward poverty.
• Previous research shows average improvements, but lacks data on uniform benefits.
• Variability in student responses to poverty simulations is not well understood.

Purpose of the Study:

• To measure variability in poverty attitude change after simulations.
• To assess the association between poverty attitudes and simulation evaluations.
• To investigate differential impacts of poverty simulations on dental students.

Main Methods:

• Surveyed 169 third-year dental students at three time points: baseline, post-simulation, and 2-month follow-up.
• Measured poverty attitudes using Likert-scale agreement with statements on personal responsibility and public policy.
• Assessed simulation evaluations via agreement with statements on the simulation's value and impact on patient care.

Main Results:

• Average poverty attitudes significantly increased post-simulation (p < 0.001).
• However, 21.7% and 34.6% reported lower attitudes post-simulation and at follow-up, respectively.
• Post-simulation attitudes correlated significantly with simulation evaluations (r = 0.33–0.45, p < 0.001).

Conclusions:

• Poverty simulations yield positive average attitude shifts but can worsen attitudes in some students.
• Students with negative post-simulation attitudes may value the simulation less.
• Tailored teaching strategies may be needed for students experiencing negative attitude changes.