Introduction

Pediatric emergency training is an integral component of emergency medicine (EM), yet residents have varied exposure to pediatric resuscitation and procedures across training sites. Traditional didactic teaching alone may not be an effective support for real-time clinical applications. Simulation-based education has been shown to improve learner confidence, procedural skills, interprofessional communication, and teamwork [1-3]. However, high-fidelity simulation often requires substantial resources, including dedicated space, specialized equipment, and faculty time. These constraints make high-frequency practice difficult to sustain, particularly in resource-limited or community-based programs [4-5].

Low-fidelity simulation, defined as the use of basic task trainers and structured case scenarios without advanced physiologic feedback, offers a pragmatic alternative that can be integrated into existing educational structures. This approach may be particularly useful in settings with limited access to simulation centers or constrained scheduling, while addressing gaps in pediatric exposure that are often sporadic and unpredictable across rotations for EM residents. Previous work in low-resource settings has shown that low-fidelity and in situ simulation can effectively strengthen pediatric emergency skills when paired with structured facilitation and debriefing [6].

Recent changes in the U.S. graduate medical education and board certification requirements further underscore the need for scalable pediatric educational strategies. With the proposed revisions to the Accreditation Council for Graduate Medical Education (ACGME) [7] requirements for EM programs to expand pediatric training exposure in EM, and the American Board of Emergency Medicine (ABEM) incorporating simulation-based assessment into its updated Certifying Exam [8], there is an increasing national emphasis on structured, experiential pediatric learning within EM training programs.

This study describes the development, implementation, and evaluation of learner perceptions of a low-fidelity pediatric simulation curriculum.