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<p>Hands on training is increasingly recognized as an effective method for teaching surgical procedures in a safe and controlled environment. Tracheostomy is a critical airway procedure frequently performed in intensive care settings and requires adequate understanding of anatomy, indications, and procedural steps. However, many teaching models used in otolaryngology training are expensive and difficult to implement in resource-limited settings. This study evaluated the effectiveness of a low-cost, low-fidelity training model for teaching and sensitising the procedure of tracheostomy to undergraduate medical students. A prospective educational study was conducted among Phase III medical students in the Department of Otorhinolaryngology at a tertiary care teaching hospital in South India after institutional ethics approval. Thirty-two students participated in a structured training module consisting of a didactic lecture and hands-on sessions across four stations which included clinical scenario assessment, cricothyrotomy, tracheostomy simulation, and tracheostomy tube familiarization. Knowledge was assessed using a pre-test and post-test questionnaire. The training model was constructed using easily available hospital materials costing less than 1 USD. Pre- and post-test scores were compared using a paired Student’s t-test. The mean pre-test score was 5.8 ± 4.9, which significantly increased to 14.9 ± 6.7 following the training session (<i>p</i> &lt; 0.001). Students reported improved understanding of anatomical landmarks and procedural steps. Low-cost, low-fidelity tracheostomy training model significantly improved tracheostomy knowledge among medical students. Incorporating such models into undergraduate training may enhance procedural competence and patient safety, particularly in resource-constrained settings. Despite the limitations of the model, it served as an effective introductory tool for teaching anatomical landmarks and procedural steps in resource-limited settings for undergraduate medical students.</p>

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Low-Cost, Low-Fidelity Model for Tracheostomy Training in Phase III Undergraduate Medical Students

  • 期刊论文

  • 发表日期：

    2026年7月29日

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  • Katti Blessi Sara,
  • Ranjeetha Racheal Inja,
  • J. Justin Ebenezer Sargunaraj,
  • Preethi Rose Gurushekar,
  • Roshna Rose Paul,
  • Suma Susan Mathews

摘要

Hands on training is increasingly recognized as an effective method for teaching surgical procedures in a safe and controlled environment. Tracheostomy is a critical airway procedure frequently performed in intensive care settings and requires adequate understanding of anatomy, indications, and procedural steps. However, many teaching models used in otolaryngology training are expensive and difficult to implement in resource-limited settings. This study evaluated the effectiveness of a low-cost, low-fidelity training model for teaching and sensitising the procedure of tracheostomy to undergraduate medical students. A prospective educational study was conducted among Phase III medical students in the Department of Otorhinolaryngology at a tertiary care teaching hospital in South India after institutional ethics approval. Thirty-two students participated in a structured training module consisting of a didactic lecture and hands-on sessions across four stations which included clinical scenario assessment, cricothyrotomy, tracheostomy simulation, and tracheostomy tube familiarization. Knowledge was assessed using a pre-test and post-test questionnaire. The training model was constructed using easily available hospital materials costing less than 1 USD. Pre- and post-test scores were compared using a paired Student’s t-test. The mean pre-test score was 5.8 ± 4.9, which significantly increased to 14.9 ± 6.7 following the training session (p < 0.001). Students reported improved understanding of anatomical landmarks and procedural steps. Low-cost, low-fidelity tracheostomy training model significantly improved tracheostomy knowledge among medical students. Incorporating such models into undergraduate training may enhance procedural competence and patient safety, particularly in resource-constrained settings. Despite the limitations of the model, it served as an effective introductory tool for teaching anatomical landmarks and procedural steps in resource-limited settings for undergraduate medical students.