Faculty perceptions of the efficacy, benefits and challenges of simulation-based early clinical exposure for medical students in India: A qualitative study

Abstract

Medical education in India has shifted to a learner-centric approach, with early clinical exposure (ECE) mandated for 1st-year medical students. Implementing ECE in a clinical setting is challenging, leading to the adoption of simulation-based ECE (SB-ECE). However, faculty perceptions of integrating simulation with ECE, especially for 1st-year undergraduates, remain understudied. This study aimed to explore faculty perceptions of the feasibility, advantages and challenges of using simulations in ECE, providing valuable insights for future studies. We conducted a qualitative study with intentional sampling according to predefined criteria. We interviewed 12 faculty members at a medical teaching institution using a topic guide. Thematic analysis was then performed on the data collected from the 12 interviews to identify the key themes and patterns. Most of the faculty interviewed considered the use of simulation in ECE as an excellent adjunct to teaching in a clinical setting. However, the faculty also noted a few challenges, such as fidelity, time constraints and the ratio of students to faculty members, in implementing SB-ECE. Faculty members recognised the integration of simulation into ECE as a highly effective tool for enhancing the learning of basic sciences and fostering attitudes, ethics and professionalism in medical education, with the main challenge being the logistical demand for implementing simulation-based sessions.