In this exclusive SIM Talks interview, Dr. Jabeen Fayyaz, President-Elect of the International Pediatric Simulation Society (IPSS), reflects on her journey from Pakistan to Canada and her pioneering contributions to pediatric simulation. She discusses challenges, innovations, and the future of healthcare simulation, from system testing to interprofessional training. Highlighting equity, inclusivity, and global collaboration, Dr. Fayyaz shares her vision of how pediatric simulation can improve outcomes for children worldwide.
Jabeen Fayyaz
President-Elect of the International Pediatric Simulation Society (IPSS)
We had the pleasure of speaking with Dr. Jabeen Fayyaz, Medical Director of the SimKIDS Simulation Program, Associate Professor at the University of Toronto, and President-Elect of the International Pediatric Simulation Society (IPSS). With a remarkable career that spans from pioneering pediatric emergency medicine in Pakistan to leading cutting-edge simulation programs in Canada, Dr. Fayyaz has dedicated her work to advancing patient safety, health professional education, and global capacity building through simulation. In this conversation, she shares her journey, her his passion for simulation, and her perspective on the future of pediatric simulation worldwide.
We are delighted to welcome you, Jabeen. In this column, we aim to give our readers a closer look at the voices leading international simulation societies.
Your career has taken you from Pakistan to Canada, from pioneering roles in pediatric emergency medicine to leading a major simulation program in Toronto. How have these diverse experiences shaped your professional identity and your approach to simulation?
Thank you for the warm welcome. My journey has truly been defined by contrasts and connections. Training in Pakistan instilled in me a deep sense of resourcefulness, teamwork, and the urgency to innovate when every tool counts. Transitioning to Canada and working at SickKids immersed me in a system where clinical excellence is supported by advanced technology, systems thinking, and a relentless focus on safety and quality.
These experiences have shaped my approach to simulation in two powerful ways. First, I see simulation not as an add-on but as a necessity, whether it is preparing a team in Karachi to manage septic shock with limited resources or rehearsing complex interprofessional care in Toronto. Second, I have learned that people, our teams, learners, and colleagues, are the true drivers of innovation.
Simulation is not a luxury; it is the bridge that connects people, cultures, and possibilities.
India has also been part of your global work. How have your collaborations there helped advance pediatric simulation, and what lessons have you learned from working across these different healthcare contexts?
India has been an important part of my global journey in simulation. Under the leadership of Dr. Neha Thakur, we co-developed the Paediatric Trauma Resuscitation Manual (PTRM) program, which provides structured, scenario-based training for teams managing pediatric trauma in high-volume, resource-constrained settings. This collaboration has shown me how innovation can flourish when local leadership and global experience come together.
Working in India reinforced that while healthcare systems differ, the challenges in pediatric trauma – timely recognition, coordinated teamwork, and rapid decision-making – are universal. Simulation has provided a platform to address these gaps, not only through technical skills but also by strengthening communication, leadership, and system readiness.
The greatest lesson has been humility: solutions must be co-created, contextually adapted, and centered around the needs of children and families.
Through PTRM and beyond, India has shown me that simulation is most powerful when it empowers local teams to drive sustainable change.
From your perspective, what are the biggest barriers to implementing simulation programs in healthcare education, and how can we overcome them?
One of the biggest barriers to implementing simulation is the failure to distinguish between a simulation center and a simulation program. Too often, the focus remains on building facilities and buying equipment, without investing in the people, curricula, and systems that truly make simulation meaningful. Another challenge is scalability how to extend high-quality simulation beyond tertiary centers to community hospitals, nursing schools, and low-resource settings. Emotional safety is also frequently overlooked, yet it is essential for creating a culture of learning rather than fear.
We can overcome these barriers by shifting the conversation: simulation is not defined by walls or manikins, but by purpose, pedagogy, and people. Faculty development, international and local partnerships, and the use of innovative tools like VR, Artificial Intelligence, and distance simulation can help extend access and equity.
Simulation thrives not in centers, but in programs that empower people and transform practice.
Your research emphasizes simulation as a tool for system and process testing. Why, in your opinion, is simulation struggling to be considered an essential tool for improving healthcare systems beyond training alone?
Simulation has proven itself as an effective tool for training, yet its role in system and process testing is still underutilized. One reason is that healthcare organizations often see simulation only through an educational lens, rather than as a method of quality improvement or safety science. Another challenge is that the outcomes of systems testing, such as identifying latent safety threats or workflow gaps, are sometimes harder to quantify and less visible than learner performance metrics. There is also a disconnect between educators who run simulations and administrators who make system-level decisions, which limits integration into organizational strategy.
To move forward, we need to position simulation as part of the healthcare improvement toolkit, alongside audits, safety huddles, and quality dashboards. When leadership understands that simulation can reveal vulnerabilities before they harm patients, it becomes indispensable.
Simulation is not just about preparing people, it is about preparing systems to deliver safer care.
The SimKIDS program has become a reference point for pediatric simulation. Could you walk us through some of its most distinctive offerings and how they support both learners and healthcare teams?
SimKIDS has become a reference point for pediatric simulation because of its scale, diversity, and depth. In 2024/25, the program delivered 53,726 learner hours across 897 sessions, reaching 9,619 learners. Of these, 260 sessions were interprofessional, bringing together physicians, nurses, RTs, clerks, and allied health providers, a model that mirrors the real clinical environment.
Guided by Chief Medical Officer Dr. Lennox Huang and Director of the Learning Institute Kelly McMillen, and Co-led with Emily Louca, SimKIDS has grown into a program that not only delivers world-class training but also drives system improvement. Beyond procedural and resuscitation training, we focus on translational simulation to test workflows and safety processes before patients are affected. The Learning Institute Teaching and Education (LITE) Fellowship, Certificate, and Elective programs build future simulation leaders through scholarly projects and mentorship.
At its heart, SimKIDS is not just about sessions—it is about building people, testing systems, and shaping safer, smarter pediatric care worldwide.
Having worked both in Pakistan and Canada, what differences and similarities do you observe in the adoption of simulation in healthcare systems?
Working in both Pakistan and Canada has shown me that simulation speaks a universal language of safety and learning, but the way it is adopted reflects cultural and systemic contexts. In both countries, learners value the chance to practice in safe environments, but in Pakistan, cultural norms and strong power hierarchies sometimes make open debriefing and speaking up more difficult. In contrast, Canada benefits from a culture that increasingly supports psychological safety, though hierarchies still exist in subtle ways.
Another difference is the extent of interprofessional education. In Canada, IPE is deliberately built into curricula and accreditation, while in Pakistan it is still emerging and needs more structured opportunities to bring physicians, nurses, and allied health together as equals.
The greatest similarity is the passion for learning; the greatest need everywhere is to use simulation not only for skills but also to challenge hierarchy, foster equity, and strengthen teamwork.
Across cultures, simulation creates space to challenge power and strengthen teamwork.
You’ve recently been elected President of the International Pediatric Simulation Society (IPSS), what does this role mean to you personally and professionally?
Being elected President of the International Pediatric Simulation Society (IPSS) is both a personal honor and a professional responsibility that I hold with deep gratitude. Personally, it reflects the journey I’ve taken from my roots in Pakistan to my work in Canada and beyond, and it reminds me of the mentors, colleagues, and learners who have walked alongside me. It is also a celebration of the global community I belong to, a community that believes simulation can improve the lives of children everywhere.
Professionally, this role means an opportunity to shape the future of pediatric simulation on an international stage. My focus will be on equity, inclusivity, and innovation, ensuring that simulation is accessible not only in high-resource centers but also where it is most needed.
For me, leading IPSS is not just about holding a title; it is about amplifying voices, building bridges, and reimagining safer care for children worldwide.
The IPSS has become a global reference point for professionals working in pediatric simulation. From your perspective, what makes IPSS unique compared to other scientific societies?
What makes IPSS unique is its singular focus on children and the way it brings together a truly global, interprofessional community. Unlike broader simulation or specialty societies, IPSS is the only society dedicated exclusively to advancing pediatric simulation, which gives it a clear purpose and strong identity. Our membership spans physicians, nurses, educators, researchers, technologists, and policy leaders who all share the same goal: safer, higher-quality care for children through innovation in simulation.
Another distinctive feature is the spirit of collaboration. IPSS has always been more than conferences and committees: it is a community where ideas are shared openly, partnerships are nurtured across borders, and mentorship is prioritized.
What sets IPSS apart is its heart: a society where equity, inclusivity, and child-centered care are at the core, making it not just a scientific society but a global movement to transform pediatric healthcare through simulation.
IPSS brings together members from diverse professional and cultural backgrounds. What strategies do you see as most effective for IPSS to ensure more inclusive access to pediatric simulation training?
For IPSS, inclusivity means moving beyond representation to ensure real access to pediatric simulation training across the globe. One of our most effective strategies is the tiered membership model, which provides free membership for colleagues from low- and middle-income countries (LMICs), a deliberate step to remove financial barriers.
The IPSS Academy’s virtual offerings extend high-quality webinars, workshops, and resources worldwide, ensuring that geography is no longer a limitation. In addition, the IPSS–INSPIRE Pediatric Simulation Fellowship provides structured mentorship, scholarship, and leadership development, equipping emerging leaders to strengthen simulation programs in their local contexts.
By combining free access, virtual learning, and long-term mentorship, we are creating a culture where every member, regardless of background or resources, can contribute, learn, and lead.
For me, inclusivity is not just a principle but a practice: building pathways so that every child, everywhere, benefits from safer, smarter care through simulation.
IPSS organizes the annual IPSSW congress, which has become a landmark event in the field. What impact do you believe this gathering has on the simulation community, and what directions would you like to see it take in the future?
The IPSSW congress is truly the heartbeat of our community. Each year, it brings together pediatric simulation professionals from across disciplines and continents to share research, innovations, and lessons learned. Its impact lies not only in the dissemination of cutting-edge science but also in the connections it fosters, mentorship, collaborations, and friendships that continue long after the meeting ends. For many, IPSSW is where ideas are born and partnerships are launched, shaping the future of pediatric simulation worldwide.
Looking ahead, I see IPSSW continuing to expand its reach by amplifying voices from underrepresented regions, and showcasing innovations that are both high-tech and low-cost.
I am especially excited that IPSSW 2026 will take place in Rome, Italy, a city rich in history and learning. It promises to be a landmark gathering where we will celebrate our global community and chart the next chapter together.
Thank you very much, Jabeen, for taking the time to talk with us and for giving our readers valuable insights into the future of pediatric simulation.
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