‘Life in the State of Poverty' Simulation: Preparing Future Health Professionals via Transformative Learning

Background: Transformative learning opportunities, such as simulation activities, assist students with thinking critically, applying course material in an effective manner, and fostering team-building. Simulation activities also prepare students for situations and populations that they may encounter as health care professionals working in teams. The current project is a pilot effort to interpret students’ reflections regarding 'Life in the State of Poverty,' a simulation that exposes students to the difficulties associated with poverty that many of their patients experience. Students are asked to reflect on their learning regarding ethical decision-making in healthcare and their future role as a health professional.

Methods: As part of a course requirement over the course of two semesters, a total of 120 undergraduate health sciences majors were randomly assigned to a unique “family unit” for a three-hour hands-on simulation in collaboration with other majors and local professionals/agencies. Students were required to navigate the various community agencies while also providing basic needs for their respective families. Three prompts were provided for students’ written reflections following the simulation.  

Results: NVIVO 10, qualitative data analysis software, revealed several major themes that were most prominent in students’ written reflections. Notable student quotes will be highlighted during the presentation. 

Conclusions: The impact of the simulation on students’ evaluation of structural/systemic and personal problems within their assigned family units was demonstrated via the major themes. Students displayed advanced critical thinking and application skills via their written reflections, which exemplified the effectiveness of the simulation as an impactful learning opportunity.