European Journal of Cardiovascular Medicine

Skills training is a foundational aspect of medical education that bridges the gap between theoretical knowledge and clinical practice. Effective skills training ensures that medical students are adequately prepared for real-world clinical scenarios by providing hands-on experience with various medical procedures and techniques. The National Medical Commission (NMC) in India emphasizes the need for integrating such practical training into the MBBS curriculum to improve students' clinical competencies and readiness for patient care [1].

Despite its critical role, the implementation and effectiveness of skills training in medical curricula are often inadequately assessed. Previous studies have highlighted significant gaps in skills training, including insufficient practice opportunities and variability in training quality across institutions [2]. These gaps can impact students' confidence and competence in performing medical procedures, potentially affecting their clinical performance and patient safety [3].

Research into medical students' perceptions of skills training is crucial to understanding its effectiveness and areas for improvement. By exploring students' views on the current skills training practices, educational institutions can identify strengths and weaknesses in their training programs, ensuring they meet educational standards and enhance learning outcomes [4].

This study aims to address this need by evaluating Indian undergraduate medical students' perceptions of skills training in the MBBS curriculum according to NMC criteria. By assessing students' feedback on the skills lab training, this study seeks to provide insights into how well the current training practices align with educational objectives and student needs. The findings will contribute to improving the integration and quality of skills training in medical education, ultimately enhancing the preparedness of future healthcare professionals [5].

A cross-sectional study was conducted at MRMC Medical College from January 2023 to June 2023 to evaluate medical students' perceptions of skills training in the MBBS curriculum as per National Medical Commission (NMC) criteria. The study targeted first-year to final-year MBBS students, with a total of 114 participants selected through convenience sampling from the available student pool.

Data collection involved the use of a self-administered questionnaire, which was designed to capture both demographic information and perceptions of skills lab training. The questionnaire was divided into two sections. The first section gathered demographic details, such as age, gender, and year of study. The second section comprised 18 questions focusing on students' views about various aspects of skills lab training, including its usefulness, the role of mentors, and the impact on their learning and motivation. The responses to these questions were recorded on a four-point Likert scale ranging from "strongly disagree" to "strongly agree."

Participants were provided with informed consent forms outlining the purpose of the study and assuring the confidentiality and anonymity of their responses. After obtaining consent, students completed the questionnaire independently.

The collected data were entered into SPSS version 19 for analysis. Descriptive statistics, including frequencies and percentages, were calculated to summarize the demographic characteristics and responses. The Chi-square goodness of fit test was employed to analyze the distribution of responses and to assess significant differences in perceptions based on various factors. A p-value of less than 0.05 was considered statistically significant. This methodology allowed for a detailed assessment of medical students' perceptions of skills training, providing valuable insights into the effectiveness of current training practices and identifying potential areas for improvement in the MBBS curriculum.

Table 1: Demographic Characteristics of Study Participants

Explanation: The study included 114 participants with a mean age of 23.4 years. The gender distribution was 39% male and 61% female.

Table 2: Students' Preference for Skills Lab Practice

Explanation: A majority of students preferred practicing in the skills lab before patient interactions and valued mentors demonstrating procedures. Most students believed that skills training improved learning, increased motivation, and provided a sense of security.

Table 3: Statistical Analysis of Perceptions

Explanation: All perceptions regarding skills lab training showed statistically significant results with p-values less than 0.001, indicating strong agreement among students on the value of skills lab practice.

Table 4: Student Feedback on Skills Lab Training Features

Explanation: This table summarizes the positive feedback from students regarding various features of skills lab training, highlighting the high level of agreement on the benefits of hands-on practice, mentor demonstrations, and the overall importance of skills training.

Table 5: Comparison of Perception Across Different Year Groups

Explanation: This table compares perceptions of skills lab training across different year groups of medical students. Mean scores reflect students' overall satisfaction and agreement with positive statements about skills lab training, with significant differences noted particularly between first and third-year students.

Table 6: Students' Opinions on Skills Lab Training Benefits

Explanation: This table illustrates students' opinions on various benefits of skills lab training, showing high levels of agreement that skills labs enhance practical skills, provide realistic simulations, and increase readiness and confidence for clinical practice.

Table 7: Impact of Skills Lab Training on Specific Skills

Explanation: This table provides insights into how skills lab training impacted various specific skills, with the majority of students reporting significant or moderate improvements in procedural skills, communication, decision-making, time management, and teamwork.

This study assessed medical students' perceptions of skills training in the MBBS curriculum according to the National Medical Commission (NMC) criteria at MRMC Medical College. The results reveal strong support for skills lab training among students, highlighting its perceived benefits and areas for improvement.

The study found that a significant majority of students (94.8%) preferred practicing in skills labs before interacting with patients. This preference aligns with the findings of other studies which emphasize that hands-on practice is crucial for building confidence and competence in medical procedures [1,2]. The high percentage of students (93.9%) who desired mentors to demonstrate procedures before they attempted them themselves is consistent with research that highlights the importance of role modeling in clinical education [3,4]. Such demonstrations help in bridging the gap between theoretical knowledge and practical application, ensuring that students are well-prepared for real-world scenarios.

The results also indicate that 90.4% of students believe that practical skills training significantly improves their learning. This finding is supported by evidence showing that skills lab training enhances both procedural knowledge and clinical skills [5,6]. Furthermore, 82.5% of students felt that skills lab training increased their motivation to become doctors. Previous studies have similarly found that practical training can boost student engagement and motivation, as it provides a tangible link between their education and future clinical practice [7,8].

The statistical analysis revealed that the perceptions of skills lab training were statistically significant across various factors, with p-values less than 0.001. This suggests a strong consensus among students regarding the value of skills training, as noted in similar educational research where significant improvements were observed in skills acquisition and clinical performance following structured training [9,10]. The chi-square test results indicate that the students' agreement with the positive aspects of skills lab training is robust and statistically reliable.

The study also showed that students perceived skills lab training as beneficial in enhancing practical skills, providing realistic simulations, and improving confidence. These findings are in line with literature suggesting that skills labs effectively simulate clinical scenarios, thereby preparing students for real patient interactions [11,12]. Additionally, the perceived improvement in specific skills such as procedural techniques and communication with patients supports the notion that skills lab training is integral to developing essential clinical competencies [13,14].

Given the positive feedback, there is a strong argument for integrating skills lab training as a mandatory component of the MBBS curriculum from the first year. This recommendation is consistent with educational frameworks advocating for early and continuous exposure to practical skills training to enhance clinical readiness and performance [15,16]. Future research should explore the long-term impacts of skills lab training on clinical practice and patient outcomes, as well as evaluate the effectiveness of different training methods and curricula [17,18].

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