European Journal of Cardiovascular Medicine

The generation of biomedical waste (BMW) in healthcare settings poses signficant challenges to public health and environmental safety. According to the World Health Organization (WHO), approximately 20% of healthcare waste is hazardous, containing infectious, toxic, or radioactive materials. Effective management of BMW is essential to prevent potential health risks to healthcare workers, patients, and the broader community. In India, the Biomedical Waste Management Rules, 2016, govern the segregation, collection, treatment, and disposal of BMW. Despite these regulations, improper waste management practices persist, largely due to a lack of awareness and training among healthcare professionals, including medical students. Medical colleges, as institutions of learning and healthcare delivery, play a pivotal role in instilling proper BMW management practices in future doctors. Studies have shown varying levels of awareness regarding BMW management among medical students. For instance, a study by Narang et al. (2018) found that while most students were aware of the concept of BMW, only a minority demonstrated adequate knowledge of the rules and segregation practices. Similarly, Gupta et al. (2019) emphasized the importance of regular training sessions to bridge the gap between theoretical knowledge and practical application. Studies by Kumar et al. (2020) and Singh et al. (2017) have also highlighted the role of curriculum integration in improving BMW management knowledge. In addition, Bansal et al. (2016) noted that early exposure to hands-on training significantly enhances compliance with BMW management protocols. Other studies from international settings, such as those by Alhazmi et al. (2018) in Saudi Arabia and Zhang et al. (2019) in China, have also underscored the universal challenges in BMW management training among medical students. These studies collectively emphasize the need for a structured approach to address knowledge gaps and improve practical application of BMW management principles. This study aims to assess the awareness levels of medical students regarding BMW management and identify factors in influencing their knowledge. The findings will help in designing targeted interventions to enhance BMW management practices in medical colleges.

AIM AND OBJECTIVES

Aim:

To evaluate the awareness and knowledge levels about biomedical waste management among medical students in a medical college.

OBJECTIVES

1. To assess the overall awareness of biomedical waste management among medical students.
2. To identify gaps in knowledge regarding segregation, disposal, and legal aspects of BMW management.
3. To evaluate the influence of demographic factors such as year of study and prior training on awareness levels.
4. To provide recommendations for improving BMW management training in medical colleges.

Study Design: Cross-sectional study.

Study Setting: Teaching hospital of North India.

Study Duration: Two months (October to December 2021).

Study Population: 150 undergraduate medical students across all years.

Sampling Method: Stratified random sampling was employed to ensure proportional representation from each academic year. Each year (first, second, third, and final) was related stratum, and participants were randomly selected each stratum to avoid selection bias. Sample Size Calculation: The sample size was determined using the formula n=Z2P(1−P)/d2n ^2 P(1-P)/d^2, where Z .96 95% confidence level), P = 0.5 (assumed proportion of awareness), and d = 0.05 (margin of error). A total of 150 students were selected to ensure sufficient power and representation. Inclusion Criteria: Undergraduate medical students enrolled in the college during the study period. Exclusion Criteria: Students who were absent during the survey or unwilling to participate were excluded. Data Collection: A structured, pre-tested questionnaire was used to collect data. The questionnaire comprised sections on demographic details, awareness about BMW management rules, segregation practices, and disposal methods. The questionnaire was validated through a pilot study conducted with 20 students, whose responses were excluded from hexinal analysis. Data Analysis: Data were analyzed using SPSS software. Descriptive statistics such as frequencies d percentages were used to summarize demographic and awareness data. Inferential statistics, including chi-square tests and logistic regression, were employed to assess associations between awareness levels and demographic factors  as year of study and prior training

Table 1: Demographic Characteristics of Participants

Table 2: Awareness of BMW Management Rules

Table 3: Knowledge of Segregation Practices

Table 4: Sources of Awareness

Table 5: Influence of Training on Awareness

This study revealed an overall awareness level of 80% among medical students regarding BMW management. However, only 60% demonstrated adequate knowledge of segregation practices, indicating a gap between theoretical understanding and practical application. A similar trend was reported by Prakash et al. (2020), who observed that while students were familiar with the importance of BMW management, many struggled with proper segregation techniques. The role of clinical exposure in enhancing awareness was evident, as final-year students displayed higher levels of knowledge compared to their junior counterparts. This finding is consistent with Narang et al. (2018) and Bansal et al. (2016), who highlighted the positive impact of hands-on experience in clinical settings. Comparison with international studies reveals that the challenges in BMW management training are not unique to India. Alhazmi et al. (2018) in Saudi Arabia and Zhang et al. (2019) in China reported similar gaps in knowledge among medical students, emphasizing the universal need for improved training protocols. The influence of structured training programs was also significant, with students who attended workshops or classroom sessions showing higher awareness levels. This aligns with Gupta et al. (2019) and Sharma et al. (2017), who advocated for integrating practical BMW management modules into medical curricula.

SUMMARY

The study assessed the awareness levels of medical students regarding BMW management in a medical college. While 80% of students were aware of the concept, only 60% had adequate knowledge of segregation practices. Training and clinical exposure significantly influenced awareness levels. International studies corroborate the endings, highlighting similar gaps globally.

Awareness of BMW management among medical students is satisfactory, but gaps in knowledge of practical aspects remain. Structured training programs are essential to bridge these gaps. comprehensive integration of BMW management raining into medical education is crucial for responsible waste management practices among future healthcare providers.

RECOMMENDATIONS

1. Incorporate BMW management training into the medical curriculum.
2. Conduct regular workshops and practical sessions on waste segregation and disposal.
3. Evaluate and update training modules periodically based on student feedback.
4. Promote hands-on training during clinical Practice.
5. Collaborate with environmental health experts o design robust training materials.
6. Increase awareness through seminars and campaigns involving all healthcare professionals.

LIMITATIONS

1. The study was conducted in a single medical college, limiting generalizability.
2. Self-reported data may have introduced response bias.
3. The short duration of the study may not capture long-term awareness trends.

1. Narang, R., et al. (2018). Awareness of biomedical waste management among medical students: A cross-sectional study. Journal of Healthcare Research, 15(3), 200-207.
2. Gupta, S., et al. (2019). The importance of training in biomedical waste management among healthcare workers. Indian Journal of Public Health, 63(2), 123-129.
3. Sharma, A., et al. (2017). Evaluating the effectiveness of BMW training programs in medical colleges. International Journal of Medical Research, 42(4), 345-350.
4. Kumar, R., et al. (2020). Bridging knowledge gaps in biomedical waste management. Indian Journal of Community Health, 44(1), 12-19.
5. Singh, P., et al. (2017). Role of curriculum in biomedical waste management training. Medical Education Today, 33(3), 101-105.
6. Bansal, S., et al. (2016). Compliance with BMW rules among healthcare workers. Journal of Environmental Health, 20(4), 89-97.
7. Alhazmi, M., et al. (2018). Awareness and practices of biomedical waste management in Saudi medical colleges. Saudi Journal of Health Sciences, 9(2), 156-163.
8. Zhang, Y., et al. (2019). Training medical students in biomedical waste management: A Chinese perspective. Asia-PaciÀc Journal of MedicalEducation, 27(1), 89-95.
9. Prakash, M., et al. (2020). Effectiveness of BMW training in Indian medical colleges. Indian Journal of Health Studies, 5(2), 76-83.