“Talking and thinking”: Impact of a simulation on pharmacy undergraduates׳ beliefs and attitudes about living in poverty

Abstract

AimsTo evaluate the effect of participation in a simulation exercise, on Bachelor of Pharmacy (B.Pharm.) undergraduates׳ attitudes and beliefs toward those living in poverty. To explore the acceptability of the simulation to students and their perception of how it related to their future practice. MethodSecond-year B.Pharm. undergraduates participated in the Community Action Poverty Simulation (CAPS), designed to allow participants to experience aspects of what it is like to live in poverty. Students completed the Short Form of the Attitude Toward Poverty Scale (ATP-SF) anonymously one week prior- and post-participation to examine the effect of the simulation. A paired comparison of the ATP-SF score and its subscales was undertaken. Free-text questions examined students׳ opinions of the simulation, what they learned from participating and how it could be improved. ResultsIn total, 76 pairs of complete questionnaires were analyzed. A trend toward improvement in attitudes toward those living in poverty was seen (change in ATP-SF total score, P = 0.07). This appeared to be associated with changes in the structural perspective subscale (implying more attribution of poverty to societal structures) post-simulation (P < 0.01). No statistically significant changes were seen on the other two subscales (“personal deficiencies” and “stigma”). Thematic analysis of free-text responses indicated that participating in the simulation challenged the veracity of some negative attitudes and beliefs about poverty, and increased understanding and empathy. ConclusionParticipation in the simulation had some positive effects on student attitudes, empathy, and beliefs related to those of low socioeconomic status.