A prospective cohort study was conducted at Private Dental College, excluding students with prior practical skill training. Prior to the commencement of the study, institutional ethical clearance was obtained. Participants attended BASICS-focused lectures, followed by demonstration sessions led by healthcare professionals, and were divided into eight groups covering various skill areas, including Airway Management, Intubation, IV Cannulation, Urinary catheterization, Ryles tube intubation, OT etiquette, Suturing and knotting and Nasal packing.

To enhance understanding, students received a detailed checklist summarizing session objectives. After hands-on training, they provided feedback for evaluation and improvement.

Faculty then administered a proficiency test assessed using the checklist. This process was repeated over two consecutive years, ensuring continuity in learning for the third-year students throughout their final year and internship. The study utilized a Simulation Module, starting with virtual theoretical materials and an online test before practical training. Each session lasted approximately one hour, utilizing manikins, educational software, and assessment tools for real-time feedback from faculty members. Data from all 100 students were analysed in the study.

The Safe Airway Management training program integrates theoretical and practical components, beginning with lectures on airway anatomy, techniques, and complications, followed by an online test. Students then participate in demonstrations of airway management tools and techniques, before engaging in hands-on practice with mannequins.

Urinary catheterization (Fig. 1) simulations integrates, working in subgroups with assigned roles, such as catheterizer, assistants, equipment managers, and patient monitors. The session includes a pre-brief, hands-on practice, and a faculty-assessed exam using a checklist. A debriefing session follows, providing feedback and refining skills for real-life procedures.

Fig. 1

The intubation (Fig. 2) training involved lectures, an online test, demonstrations, and hands-on practice with mannequins to build practical skills. Participants followed a checklist to ensure proper technique, and their performance was evaluated through a faculty-administered exam.

Fig. 2

The IV cannulation(Fig. 3) training in the simulation lab combines theoretical instruction through interactive digital modules with virtual simulations for practical practice. Students receive real-time feedback on their performance and take an exam evaluated by faculty using a checklist. This integrated approach enhances the overall training experience for participants.

Fig. 3

The Ryle’s tube placement (Fig. 4) in the simulation lab begins with comprehensive theoretical instruction on anatomy, insertion techniques, and safety protocols through multimedia presentations and interactive modules. Students can practice in a controlled environment using simulation, allowing for real-time feedback on their technique and patient comfort.

Fig. 4

OT etiquette (Fig. 5) training begins with comprehensive sessions led by experienced professionals, focusing on communication protocols, sterile techniques, and patient privacy. Students then engage in controlled simulations to practice these principles in realistic scenarios. Suturing and knotting (Fig. 6) training starts with theoretical instruction on various techniques and tissue handling, followed by practical sessions using synthetic tissue models for hands-on practice. As it is indicated in closure of incision, flap surgeries, etc., students can practice in simulation module gain confidence in clinical situations.

Fig. 5Fig. 6

Nasal packing training begins with comprehensive instruction on nasal anatomy and packing techniques through interactive digital modules. As it is indicated in epistaxis, post-surgical haemostasis, etc., students can practice on anatomically accurate models in simulated scenarios, receiving feedback to refine their skills.

After each session has been completed the effectiveness is assessed through feedback forms and final exams, with checklists used to evaluate practical skills. Debriefing sessions encourage reflection on challenges, fostering continuous learning and skill improvement. Continuous feedback and peer evaluations enhancing professionalism and teamwork in the surgical environment.

Course Learning Objectives 1.

Improve students’ practical skills in dental procedures through simulated practice.

2.

Develop the ability to make informed decisions in clinical scenarios.

3.

Emphasize the importance of patient safety and delivering high-quality care.

4.

Increase students’ confidence in handling real-life clinical situations.

5.

Apply theoretical knowledge to practical, hands-on experiences.

6.

Encourage self-assessment and reflection through feedback sessions.