Conclusions

This study describes the design and implementation of a low-fidelity pediatric simulation curriculum embedded within an existing morning report structure. The model was feasible to implement within routine educational time and utilized minimal resources, making it a practical approach for programs seeking to increase exposure to high-risk pediatric scenarios.

Participants reported improvements in knowledge, comfort, and teamwork, with agreement proportions significantly exceeding a neutral distribution (all p < 0.001). While these findings reflect learner perceptions rather than objective measures of competence or clinical performance, this approach offers a scalable, sustainable framework that may support pediatric emergency preparedness and may help address variability in pediatric exposure across training programs, aligning with evolving U.S. training priorities, including ACGME pediatric requirements and ABEM’s incorporation of simulation-based assessment.