RETHINKING TECHNOLOGY-DRIVEN SIMULATION IN HEALTH EDUCATION: A QUALITATIVE EVALUATION OF LOW-FIDELITY APPROACHES

The growing adoption of high-fidelity, technology-centric simulations in health education has raised critical questions about their effectiveness, particularly when compared to low-fidelity methods.While high-fidelity simulations are often assumed to be superior due to their immersive capabilities, this study explores whether simpler, low-fidelity approaches may be equally or more effective in developing critical thinking and foundational clinical skills.This research aimed to (1) examine staff and student perceptions of low-fidelity simulation efficacy in skill development and critical thinking, (2) understand the experiential and reflective learning processes facilitated by low-fidelity approaches, and (3) explore perceived barriers and facilitators to using low-fidelity simulations in health education settings.Using a qualitative methodology, semi-structured interviews were conducted with 8 staff members and focus groups with 60 students across health care disciplines.Thematic analysis was applied to identify recurring themes and insights.Findings revealed that both staff and students valued low-fidelity simulations for their flexibility, accessibility, and ability to foster deep reflective learning without the distractions of advanced technology.Participants highlighted that low-fidelity simulations encourage active engagement and provide a psychologically safe environment for practising skills, allowing students to focus more on clinical reasoning than on managing complex equipment.Staff also noted that low-fidelity methods are easier to adapt to specific learning objectives, promoting a more tailored and responsive approach to skill acquisition.This study concludes that low-fidelity simulations hold significant, often overlooked potential for enhancing foundational learning in health education.By prioritising the learning experience over technological sophistication, educators may better address diverse learning needs, particularly in resource-constrained settings.These findings suggest the need to re-evaluate simulation design strategies, balancing both low and high-fidelity methods to optimise educational outcomes.