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Abstract

Online education has become increasingly important in modern medical education due to its accessibility and scalability. It gained significant traction during the COVID-19 pandemic. However, teaching practical skills virtually presents specific challenges. This study aims to assess medical students’ perceptions of online practical sessions and gather strategies to improve virtual skill acquisition. A descriptive cross-sectional study was conducted at Women Medical and Dental College from March to May 2021. A total of 200 medical students from first and second year MBBS/BDS participated. Data were collected via a structured questionnaire distributed through Microsoft Office Forms, using non-probability convenience sampling. Among the 200 respondents, 68% reported difficulty in learning practical skills online. About 76% expressed concern over potential negative impacts on future clinical competence. Multimedia tools (audio, video, graphic) were preferred by 61%. Additionally, 78% of students recommended teachers take breaks to assess understanding, and 98% supported repetition of key points. The DEDICT (Demonstrate, Explain, demonstrate, Imitate, Coach, Test) teaching method was rated effective by 83%, and 80% preferred receiving pre-session demonstration videos Peer interaction was seen as beneficial by 82% of students, and 55% preferred wanted practical method of teaching over live sessions. A blended learning model was favored by 66%. Students strongly support a blended approach for teaching practical skills. Key strategies include the use of visual aids, repeated content, interactive teaching, and student engagement. These methods can enhance the effectiveness of online practical education.