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dc.contributor.authorClarke, Cheryl L.
dc.contributor.authorDerrick, Shelby J.
dc.date.accessioned2018-11-19T21:19:29Z
dc.date.available2018-11-19T21:19:29Z
dc.date.issued2018-07
dc.identifier.urihttp://hdl.handle.net/2092/2153
dc.descriptionPresented, 119th Annual Meeting of the American Association of Colleges of Pharmacy, Boston, Massachusetts, July 21-25, 2018en_US
dc.description.abstractObjectives: To evaluate the results of poverty simulation exercises when conducted as an interprofessional education (IPE) activity. Objectives were to determine if participating students demonstrated changes in 1) Attitude toward poverty and 2) Perceptions of interprofessional teamwork. Method: Two Missouri Association for Community Action Poverty Simulation exercises were conducted for an interprofessional student mix including Doctor of Pharmacy, Doctorate of Occupational Therapy, and Bachelor of Science in Nursing students. Students were randomly assigned to simulated family units with various life circumstances, while ensuring a mix of healthcare professional students per family. The families simulated typical daily living activities during 4 periods designated as weeks. Following the simulations, students participated in debriefing sessions to discuss their experience, including questions specific to interprofessionalism. Prior to and following the simulations, students completed two surveys: Attitude Toward Poverty Short Form (ATP-SF) and Refinement of the Interprofessional Socialization and Valuing Scale (ISVS-9). Paired-samples t-tests were used to determine the results. Results: Statistically significant improvements in attitude toward poverty were noted in 14 items on the 21-item ATP-SF. The domains of stigma and structural perspective showed statistically significant improvement while the personal deficiency domain did not. Statistically significant improvements in student perceptions related to interprofessional teamwork were not found using the ISVS-9 scale. Implications: An improved attitude toward poverty was measured for the domains of stigma and structural perspective following participation in a poverty simulation. An improvement in interprofessional teamwork was not found. The ISVS-9 may not have been an appropriate tool for this purpose.en_US
dc.language.isoen_USen_US
dc.subjectExperientialen_US
dc.subjectCommunity engaged learningen_US
dc.subjectPovertyen_US
dc.subjectSimulationen_US
dc.subjectInterprofessional educationen_US
dc.titleEvaluation of an Interprofessional Poverty Simulation Experienceen_US
dc.typePresentationen_US


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  • Pharmacy Practice
    Publications and research submitted by the faculty members of the Department of Pharmacy Practice.

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