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Poverty Simulations: Are the Learning Outcomes Consistently and Uniformly Positive?
Journal article   Open access   Peer reviewed

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

Michelle R McQuistan, Lance Brendan Young and Chandler Pendleton
Journal of dental education, Vol.90(7), pp.1069-1076
07/2026
DOI: 10.1002/jdd.70090
PMID: 41139907
Appears in  UI Libraries Support Open Access
url
https://doi.org/10.1002/jdd.70090View
Published (Version of record) Open Access

Abstract

Objectives 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. Methods Third-year dental students were surveyed at baseline (T1), post-simulation (T2), and 2-month follow-up (T3). Poverty attitudes reflect Likert-scale agreement with 20 statements addressing personal responsibility and public policies. Simulation evaluations were measured at T2 and T3 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. Results Students’ (N = 169) average poverty attitudes were 9.4 points higher at T2 than T1 (p < 0.001) and 7.9 points higher at T3 than T1 (p < 0.001). However, 21.7% reported lower attitude scores at T2, and 34.6% reported lower attitude scores at T3, with a 4-point median decline from T1 in each group. Baseline poverty attitudes did not predict simulation evaluations, but T2 poverty attitudes correlated with T2 (r = 0.33) and T3 (r = 0.45) evaluations. Also, T3 poverty attitudes were correlated with T2 simulation evaluations (r = 0.35) and T3 (r = 0.44) evaluations (all p < 0.001). Conclusions 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.
 access disparities community?based education behavioral sciences doctor/patient relationship socioeconomics patient?centered care oral health disparities educational methodology UIOWA OA Agreement

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