Why We Want Our Students to Learn about Poverty and Healthcare: Sharing Our Students' Experiences from Poverty Simulations

• Published in: Health communication Vol. 38; no. 2; pp. 411 - 415
• Main Authors: Hitchcock, Laurel Iverson, McKenzie, Carly Timmons, Register, Shilpa, Brown, Michelle, Peterson, Dawn Taylor, Holt, R. Lynn, White, Marjorie Lee
• Format: Journal Article
• Language: English
• Published: England Routledge 01-02-2023; Routledge, Taylor & Francis Group
• Subjects: Chronic illnesses; Delivery of Health Care; Everyday life; Health care; Health disparities; Health Personnel; Humans; Medical personnel; Narration; Poverty; Simulation; Students; Teachers
• ISSN: 1041-0236; 1532-7027
• DOI: 10.1080/10410236.2021.1950299

Poverty contributes to acute illness, chronic disease and health inequity among millions of Americans, yet health care providers often do not understand the daily experiences of those who live below the poverty line and how it affects their interactions with the health care system. In this narrative, we share healthcare students' stories and reflect on how they account for their experiences of participating in a poverty simulation. Their words come from reflection assignments, and when we read their words, that for a moment, many of our students understand that as a healthcare practitioner, they can make a difference in the life of someone living in poverty. We believe that this experience will inspire our students to make meaningful change as future healthcare professionals. We also believe that the impact on these students goes toward our collective goal as teachers of future healthcare providers to make a difference in our world.