The impact of a community action poverty simulation (CAPS) on empathy, attitudes, and knowledge among interprofessional health professions students

Research shows 80% of health outcomes are influenced by non-medical drivers of health (NMDOH), yet health professions students often lack an understanding and empathy regarding these factors, especially poverty. To address this gap, The University of Texas Health Science Center at Houston (UTHealth Houston) implemented the Community Action Poverty Simulator (CAPS), an immersive experience to deepen understanding of poverty and enhance empathy. This study utilized an anonymous, unpaired pre-post survey design to evaluate the impact of a three-hour, in-person CAPS activity on participants. This study hypothesized that participants would demonstrate reduced negative emotions, more positive attitudes, and enhanced professional competencies. Participants were interprofessional students from nursing, medicine, dentistry, and public health. Questionnaires collected data on emotional responses, attitudes toward poverty, and self-assessed knowledge/competence. Due to non-normal data and the use of anonymous, unpaired samples (to maintain confidentiality), the Mann–Whitney U test was used for comparisons. The CAPS simulation demonstrated statistically significant improvements in participants' attitudes, emotions, and competencies. Participants reported reduced negative emotions (frustration, p < 0.0001, ambivalence, p < 0.0001, and others.) when patients in poverty do not follow treatment plans. Participants demonstrated significant positive attitudinal shifts, including reduced attribution of poverty to personal responsibility and showed increased support for social assistance, increased belief in community service, increased confidence in assessing socioeconomic status, directing resources, and interacting with patients in poverty (all p < 0.0001). Overall, 98% found the simulation worthwhile. This study provides evidence that the CAPS is an effective educational activity for students in the health professions. It successfully fosters more empathetic attitudes, reduces bias and negative emotional responses, and enhances the readiness of future health professionals to address non-medical drivers of health.