ArticlePakistan journal of medical sciences2025
Perceptions of benefits, challenges, and utility of simulation-based education among medical faculty of Khyber Pakhtunkhwa, Pakistan.
Article in Pakistan journal of medical sciences, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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