Journal article
Poverty Simulations: Are the Learning Outcomes Consistently and Uniformly Positive?
Journal of dental education
10/26/2025
DOI: 10.1002/jdd.70090
PMID: 41139907
Appears in UI Libraries Support Open Access
Abstract
Research indicates significant improvement in average attitudes toward those in poverty following poverty simulations, but little research addresses whether students benefit uniformly. This study measured variability in poverty attitude change following poverty simulations and tested whether poverty attitudes are associated with simulation evaluations.
Third-year dental students were surveyed at baseline (T
), post-simulation (T
), and 2-month follow-up (T
). Poverty attitudes reflect Likert-scale agreement with 20 statements addressing personal responsibility and public policies. Simulation evaluations were measured at T
and T
by agreement with eight statements addressing the simulation's value and impact on patient care. Data analysis relied on descriptive statistics, paired-samples t-tests, and Pearson correlations.
Students' (N = 169) average poverty attitudes were 9.4 points higher at T
than T
(p < 0.001) and 7.9 points higher at T
than T
(p < 0.001). However, 21.7% reported lower attitude scores at T
, and 34.6% reported lower attitude scores at T
, with a 4-point median decline from T
in each group. Baseline poverty attitudes did not predict simulation evaluations, but T
poverty attitudes correlated with T
(r = 0.33) and T
(r = 0.45) evaluations. Also, T
poverty attitudes were correlated with T
simulation evaluations (r = 0.35) and T
(r = 0.44) evaluations (all p < 0.001).
Poverty simulations enhance poverty attitudes on average, but potentially worsen attitudes among a substantial percentage of students. Those with negative post-simulation attitudes toward poverty also are likely to value the simulation less and may require different teaching strategies.
Details
- Title: Subtitle
- Poverty Simulations: Are the Learning Outcomes Consistently and Uniformly Positive?
- Creators
- Michelle R McQuistan - University of IowaLance Brendan Young - University of IowaChandler Pendleton - Florida State University
- Resource Type
- Journal article
- Publication Details
- Journal of dental education
- DOI
- 10.1002/jdd.70090
- PMID
- 41139907
- NLM abbreviation
- J Dent Educ
- ISSN
- 0022-0337
- eISSN
- 1930-7837
- Publisher
- Wiley
- Language
- English
- Electronic publication date
- 10/26/2025
- Academic Unit
- Preventive and Community Dentistry
- Record Identifier
- 9985019144102771
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