Evaluating the Role of In-Person and Virtual Poverty Simulations in Promoting Empathy Among Healthcare Students Before and During the COVID-19 Pandemic

Authors

Savannah S. Poole, Wingate UniversityFollow
Susan M. Smith, Wingate UniversityFollow
Edward T. Chiyaka, Wingate UniversityFollow
Ryan E. Owens, American Society Health-System PharmacistsFollow

Abstract

Purpose: The purpose of this study is to evaluate whether differing poverty simulation formats during the first year of didactic training increase healthcare students’ empathy toward and/or understanding of people living with poverty. Methods: Data collected from 2019 and 2021 poverty simulations was retrospectively analyzed to determine the impact of in-person and virtual simulations on the understanding of poverty. Pre-simulation surveys were compared to detect potential differences in empathy due to the emergence of COVID-19. The 2019 simulation was performed in-person utilizing the Missouri Association of Community Action (MACA) simulation kit. The 2021 simulation was performed virtually due to COVID-19; students played SPENT© online. The 2010 Attitudes Toward Poverty (ATP) Scale was administered as pre- and post-surveys to determine change in student perceptions. The survey contained three domains (personal deficiency, stigma, and structural perspective). Students who completed both the pre- and post-surveys were included in the analysis. A paired samples t-test was performed to compare mean scores. Results: A total of 244 students from six different disciplines were included in the analysis: 90 students (37%) from 2019 and 154 students (63%) from 2021. Significant changes demonstrating improved attitude were noted in personal deficiency and stigma domains. For the stigma domain in the 2021 group, the pre-simulation mean score (M = 3.63, SD = 0.72) was significantly lower than the post-simulation mean score (M = 3.80, SD = 0.69), p<0.01. Comparison of pre-survey mean scores revealed significantly higher scores for 13 of 21 items demonstrating increased baseline empathy in 2021. Conclusion: Regardless of format, poverty simulations can be a beneficial educational experience to increase empathy towards people living in poverty. Personal experiences, including living through a pandemic, can have an impact on student empathy. Schools should consider offering a poverty simulation to enhance values and ethics of healthcare students.

Author Bio(s)

Savannah S. Poole, PharmD, graduated in 2023 from Wingate University School of Pharmacy in Wingate, NC. She is a current post-graduate year one resident at University of Kentucky HealthCare - Good Samaritan Hospital.

Susan M. Smith, BS, PharmD, BCPS, is an Associate Professor of Pharmacy and Director of Interprofessional Education in the School of Pharmacy at Wingate University in Wingate, NC. She teaches in both the pharmacy and physician assistant programs at Wingate University.

Edward T. Chiyaka, PhD, MSc, is an Assistant Professor of Health Care Administration and Research in the School of Pharmacy at Wingate University, NC. He has a broad background in quantitative methods, with specific training in public health and has research interests in care coordination, health systems, health outcomes, and health disparities.

Ryan E. Owens, PharmD, BCPS, is the Editorial Director of Special Publishing at the American Society of Health-System Pharmacists (ASHP) in Bethesda, MD.

Recommended Citation

Poole SS, Smith SM, Chiyaka ET, Owens RE. Evaluating the Role of In-Person and Virtual Poverty Simulations in Promoting Empathy Among Healthcare Students Before and During the COVID-19 Pandemic. The Internet Journal of Allied Health Sciences and Practice. 2024 Jun 26;22(3), Article 19.