Impact of a Simulation Exercise on Pharmacy Student Attitude toward Poverty

Abstract

Objective. To evaluate the impact of a simulation on pharmacy student attitudes toward poverty using the Attitude toward Poverty (ATP) Short Form scale. Methods. Second-year pharmacy students participated in the 3-hour Missouri Association for Community Action Poverty Simulation. Students completed a survey of the ATP Short Form scale prior to and following participation in the simulation. Results. Significant improvements in attitude were noted in 15 of 21 ATP Short Form items. Improvements in the stigma and structural domains were significant while improvement in the personal deficiency domain was not significant. Conclusions. This poverty simulation exercise positively altered pharmacy student attitudes toward poverty. When combined with didactic and experiential curriculum, this simulation may enhance student achievement of the 2013 Center for the Advancement of Pharmacy Education (CAPE) outcome subdomain of cultural sensitivity.

A Scoping Review of Active-Learning Strategies for Teaching Social Determinants of Health in Pharmacy

“…Cailor (2015) 25 Students practiced the Teach-Back Method for counseling in small groups while receiving peer and instructor feedback. Clarke (2016) 35 Students participated in the Missouri Association for Community Action Poverty Simulation.…”

Poverty Simulation Participation: Transformative Learning Outcomes Among Family and Consumer Sciences Students

“…The quantitative data suggested improvements in attitude, while the qualitative data produced themes providing enriching context to inform future curriculum and instructional practice. The poverty simulation encourages more positive attitude among HDFS and teacher education students regarding their perception of poverty, expanding upon the work of others who found success with the simulations among extension educators, and undergraduate students in nursing, social work, pharmacy, and general education (Clarke et al, 2016;Franck, Barnes, & Harrison, 2016;Hellman et al, 2018;Kihm & Knapp, 2015;Zosky & Thompson, 2012).…”

“…One such instructional method that has potential to improve students' knowledge of poverty is the use of a poverty simulation (Clarke et al, 2016). Evidence can be seen from multiple studies in disciplines, primarily related to health care or social services.…”

“…Specifically, Hellman, Cass, Cathey, Smith, and Hurley (2018) concluded nursing students who participated in a poverty simulation experience gained an increased understanding of the vulnerability and complexities of living in poverty. Additionally, pharmacy students reported altered attitudes concerning poverty (Clarke et al, 2016) and social work students' knowledge about the difficulties of living in poverty improved (Zosky & Thompson, 2012). Finally, Todd, de Guzman, and Zhang (2011) suggested multiple benefits of using a poverty simulation with general education students, including changes in attitudes and beliefs about how serious the experience of poverty can be, an increase in understanding that poverty is complex and multi-faced in cause, and a decrease in biases and stereotypes about people living in poverty.…”

“…To develop professional competency, FCS students must engage in learning opportunities that help them understand the multifaceted issues that affect the poor. One such instructional method that has potential to improve students' knowledge of poverty is the use of a poverty simulation (Clarke, Sedlacek, & Watson, 2016).…”