Resource limitations, technical hurdles and time constraints were the primary reported barriers to implementing paediatric SBE¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person · recheck by 2031: baselines and conditions change

Subclaims¶

q3 i? Cost constraints affected high-fidelity manikins, virtual reality, surgical simulators and comprehensive curricula; technical hurdles included equipment maintenance and software requirements; time constraints hindered scenario development and faculty preparation. → Eid Farida 2026

Evidence¶

Eid Farida 2026¶

Eid Farida, Maryum Rida, Waugh Lucy, Kilian Paddy, Atiomo William, Al-Hammadi Suleiman. (2026). Simulation-Based Education (SBE) in paediatric undergraduate medical education: a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-026-09730-6

q3 · i? · review · r2

The review's synthesis of implementation barriers reported in Table 3 across the 30 studies. It reports that "Resource limitations represented the primary challenge", alongside technical hurdles (equipment maintenance, software requirements, platform stability, internet reliability, motion sickness) and time constraints on scenario development and faculty preparation.

"Resource limitations represented the primary challenge, with cost constraints affecting high-fidelity manikins [31, 33], virtual reality [22, 45, 47], surgical simulators [28], and comprehensive curricula [30]."

Discussion¶

Related Claims¶

• The review reports that high-fidelity simulation outperformed case-based discussion for clinical reasoning and leadership in paediatric emergencies — related
• Cost, equipment availability, maintenance and faculty training are reported implementation barriers for laparoscopic simulation, especially in resource-constrained settings — a narrower finding that bears on this claim
• Across the reviewed studies, simulation-based interventions consistently improved paediatric undergraduate learning outcomes, including clinical reasoning, procedural skills and confidence — related
• VR/AR implementation challenges fall on three fronts: learner distraction and discomfort, teacher classroom-management and design burdens, and school cost and infrastructure limits — related
• Teachers identified cost, bulky headsets, Wi-Fi connectivity, and technical issues as key challenges to integrating VR into ML2 teaching — related
• Virtual reality was particularly effective for procedural skill development and knowledge retention in paediatric undergraduate training — related
• High-fidelity manikins and virtual reality were the most common paediatric SBE modalities across the reviewed studies — related
• Reported barriers to immersive and VP-based communication training include limited authenticity of non-verbal interaction, unrealistic student perceptions, high institutional resource requirements, technical challenges, and scalability constraints — related
• VR tools enhance acquisition and retention of clinical and procedural skills but face barriers including cybersickness, limited tactile feedback and variable long-term skill transfer — related