Exploring Faculty Perspectives on Implementing Simulation-Based Learning in Pharmacology: A Qualitative Focus Group Study

Abstract

Background: Simulation-based learning (SBL) has emerged as an effective pedagogical approach in medical education, offering opportunities to integrate theoretical knowledge with clinical application. This study explores faculty perceptions regarding the implementation of SBL in Pharmacology curriculum. Methods: A focus group discussion (FGD) was conducted via Zoom platform with six Pharmacology faculty members from PSG Institute of Medical Sciences and Research. The 60-minute session explored current simulation practices, perceived benefits, implementation challenges, and strategies for successful integration of SBL in the Pharmacology curriculum. The discussion was recorded, transcribed, and analyzed using thematic analysis. Results: Faculty identified multiple benefits of SBL including integration of cognitive, psychomotor, and affective learning domains; enhanced clinical relevance; and improved student engagement. Key challenges included managing large student batches (250 students), limited practical time slots, faculty training needs, and logistical constraints. Participants proposed a phased implementation approach with hybrid learning models, integration with existing assessment frameworks, and comprehensive faculty development programs. Conclusions: Faculty demonstrated positive attitudes toward SBL implementation while recognizing practical challenges. Successful integration requires systematic planning, adequate resource allocation, comprehensive faculty training, and institutional support. The proposed hybrid model balancing traditional and simulation-based approaches offers a feasible pathway for Pharmacology curriculum enhancement.