Perceptions, Benefits, and Challenges of Simulation-Based Education Among Medical Faculty in Pakistan: A Qualitative Study

Abstract

Background: Simulation-based education is increasingly used in medical training, yet faculty perceptions in Pakistan remain underexplored. Understanding their experiences is essential for improving teaching quality and curriculum design.

Objectives: This study aimed to explore the perceived benefits, uses, and challenges of simulation-based education (SBE) among medical faculty in Pakistan. Understanding faculty perspectives is critical for optimizing the integration of SBE into medical curricula.

Methodology: The design of the qualitative case study was conducted in three medical colleges of the Dow University of Health Sciences, Karachi during the period from March to August 2024. Convenience sampling was used to select a total of 11 faculty members who were interviewed using the semi-structured interview technique. The interview guide was informed by the CFIR. Virtual and face-to-face interviews were conducted and an informed consent was given to the participants. The software and thematic analysis assists in coding data with the assistance of Otter.ai.

Results: The thematic analysis reveals that six key themes exist (1) Advantages of SBE, which are enhanced skill acquisition, realistic practice, and flexible learning; 2) Challenges in implementation, such as resource constraints, faculty training, and schedule clashes; (3) Institutional factors, such as accreditation influence and limited policy support; (4) Personal motivation, such as faculty initiative; (5) Instructional approach, such as structured, student-centered strategies; and (6) Reflective practice and continuous improvement, such as iterative feedback and debriefing.

Conclusion: Faculty are extremely appreciative of SBE as a means of skill enhancement and safe learning environment but resource constraints, lack of adequate training and institutional support prevent the efficient application of the strategy. These barriers need to be overcome in order to optimize the educational potential of SBE.