Perceptions of benefits, challenges, and utility of simulation-based education among medical faculty of Khyber Pakhtunkhwa, Pakistan

Abstract

Objectives: To explore the perceived benefits and uses of simulation-based education (SBE) among medical faculty and to identify the challenges they encounter in its use and implementation.

Methodology: This qualitative case study employed a qualitative design to explore the perceptions of medical faculty regarding simulation-based education (SBE) at three medical colleges in Pakistan. This study was conducted at Khyber Medical University, Peshawar from April to September of 2024. Using semi-structured interviews, the study collected data from 10 faculty members selected through convenience sampling. The interviews were guided by the Consolidated Framework for Implementation Research (CFIR) and were face-to-face or via phone, ensuring participant comfort and consent. Data analysis involved coding and thematic analysis, manually and using Otter.ai software.

Results: The thematic analysis identified six key themes related to simulation-based learning (SBL) in medical education: (1) Advantages of SBL, which include improved skill acquisition, realistic practice, and flexible learning opportunities; (2) Challenges in Implementation, such as resource constraints, lack of faculty training, and scheduling conflicts; (3) Institutional Factors, including the influence of accreditation and limited policy support; (4) Personal Motivation, highlighting the role of individual faculty initiative; (5) Instructional Approach, focusing on student-centered and structured learning strategies; and (6) Reflective Practice and Continuous Improvement, emphasizing iterative feedback and structured debriefing for enhanced learning outcomes.

Conclusion: The participants valued simulation-based education for its ability to enhance skill acquisition and provide a safe learning environment, but resource constraints, lack of faculty training, and insufficient institutional support hinder its implementation. Addressing these barriers is essential to fully realizing its educational potential.