Learning About Poverty Through Simulation: A Pilot Evaluation

ABSTRACT

Previous research suggests many health care professionals and students, including those in social work, have limited understanding of the causes and implications of poverty. Effective and relevant education is needed to train health care professionals to relate to those living in poverty. The purpose of this study was to evaluate the effects of team-based simulations on student perceptions and critical thinking about poverty. Data were collected from three poverty simulations, which took place at a university in the spring of 2015. Evaluations were completed by 230 students, and results showed promising improvements in students’ ability to think critically about poverty and increases in their ability to understand others’ perspectives regarding living in poverty.

Additional information

Funding

Funding to support this research came from the University of Alabama at Birmingham Center for Teaching & Learning.

Notes on contributors

Laurel Iverson Hitchcock

Laurel Iverson Hitchcock is an Associate Professor in the College of Arts and Sciences, Department of Social Work, and Dawn Taylor Peterson is an Assistant Professor in the School of Medicine, Department of Medical Education, at University of Alabama at Birmingham. Laura Debiasi is a Certified Registered Nurse Practitioner at Children’s of Alabama. Sallie Shipman is a Clinical Assistant Professor at the University of Florida’s College of Nursing. Allyson Varley is a Doctoral Student in the School of Public Health, Department of Health Behavior, and Marjorie Lee White is Associate Professor in the School of Medicine, Departments of Pediatric and Medical Education, at University of Alabama at Birmingham.