At the University of Texas at Arlington, students are stepping outside the classroom and into a powerful, eye-opening experience designed to deepen their understanding of poverty and the challenges many individuals face daily.
The Interprofessional Education (IPE) Poverty Simulation, led by faculty includingDirector of Interprofessional Education Tracy Orwig, brings together students from social work, public health, athletic training and other disciplines to immerse them in a fast-paced, high-pressure environment that mirrors real-life decision-making under financial strain.
“This is a community action poverty simulation,” Orwig explained. “Every 15 minutes represents a different week.”
A student interacts with a simulated service atthe 2026 "A Day in the Life" interprofessional education simulation. (Photo by Thomas Johns)
Participants are placed into family units and tasked with navigating a series of real-world challenges such as paying bills, securing food, finding transportation and accessing social services. Some families may have a car, while others must rely on limited public transportation. Others may face unemployment, childcare needs, or language barriers.
For students like Angela Pando, the experience offered a new perspective on realities they had not personally encountered.
“The purpose of the simulation was to allow us students to live in the life of somebody experiencing poverty and to do it collaboratively with students from other healthcare disciplines,” Pando said.
Throughout the simulation space, different “agencies” are set up, including social service offices, nonprofit organizations, a grocery store and even a pawn shop. Students must decide how to prioritize their time and limited resources, whether that means applying for assistance, searching for employment, or simply ensuring their family eats.
The experience quickly becomes intense.
“You see the stress on their faces,” Orwig said. “By the third ‘week,’ they’re running to agencies to get in line before they close.”
That urgency is intentional. If students miss a window, whether to pay a bill or access food, they must wait until the next cycle, reinforcing how small setbacks can have cascading effects. For many, the simulation highlights how certain barriers, and not always personal choices, often shape outcomes.
“It helps students understand that if someone isn’t following through, it’s not always because they don’t want to,” Orwig said. “It’s often because they can’t.”
A mannequin simulates a child at the 2026 "A Day in the Life" interprofessional education simulation. (Photo by Thomas Johns)
Pando echoed that realization, noting how the simulation reshaped her understanding of others’ circumstances.
“Participating in the simulation allowed me to experience all the struggles that came with living in poverty,” she said. “Fortunately, I don't have any real-life experience with anything in the simulation, so it really changed my perspective on how many situations people could be in.”
The simulation emphasizes the importance of empathy, particularly for students entering healthcare fields.
“I think empathy is a large pillar of healthcare that is, for the most part, connected to past experiences,” Pando said. “Being able to understand what others are living through and their situation will allow me to meet them at their level to provide the best personalized care that they need.”
Students also confront the difficulty of balancing competing priorities under pressure.
“The most challenging aspect of the simulation would have to be the simulation itself,” Pando said. “It was a challenge to balance all the things that come with daily living in our world: paying bills, going to work, feeding a family.”
In addition to individual insight, the event highlights the value of interdisciplinary collaboration. Students work alongside peers from other programs, learning how different professions intersect in real-world care and support systems.
“For some students, this is their first IPE experience,” Orwig noted. “They may not know what another profession does. This gives them a chance to connect and understand how they can work together in the future.”
Pando said those connections are a critical part of the experience.
“Through IPE events and activities, we as students are able to connect with others from different disciplines to learn more about our chosen professions and our roles in healthcare,” she said. “It’s important for this to be embedded in our curriculum because it helps us understand the interconnected network of healthcare and begin advocating early.”
The takeaway extends far beyond the simulation itself. Students are encouraged to reflect on their experiences through group debriefs and individual reflections, often uncovering deeper insights after the event ends.
Many walk away with a more holistic perspective recognizing that issues like health, housing, transportation and mental well-being are deeply interconnected.
Students fill out simulated paperwork at the 2026 "A Day in the Life" interprofessional education simulation. (Photo by Thomas Johns)
“It’s not just about the presenting problem,” Orwig said. “There are so many underlying factors that impact a person’s situation.”
The simulation also creates space for emotional processing. Organizers provide support resources, including counseling services, acknowledging that the experience can be overwhelming, especially for students who may have lived through similar circumstances.
Ultimately, the goal is not just awareness, but transformation.
By placing students in unfamiliar and uncomfortable situations, the simulation challenges assumptions and encourages future professionals to ask questions and meet individuals where they are.
As Orwig put it, “This is something they’ll carry with them into their practice, understanding the barriers people face and thinking about how they can truly help.”