Assessment of Knowledge Regarding Tracheostomy Complications and Their Management amongst Medical Students in the Makkah Region of Saudi Arabia

Abstract Objectives: Tracheostomy is a high-risk procedure frequently linked to complications, demanding timely and skilled management. Medical students’ knowledge and preparedness are vital to providing effective care and ensuring patient safety. This study assessed medical students’ knowledge in Saudi Arabia regarding tracheostomy complications and their management. Methodology: A cross-sectional study was conducted amongst 541 medical students from various academic years and institutions. A structured, validated, self-administered questionnaire assessed undergraduate medical students’ knowledge in the Makkah region of Saudi Arabia regarding tracheostomy complications and their management. Data collection was conducted through an electronic questionnaire in English and Arabic, along with hands-on demonstrations to evaluate both theoretical and practical knowledge. Data were analysed using the SPSS software version 27. Associations between variables were assessed using the Chi-square test and P < 0.05 was considered statistically significant. Results: Only 30.1% of students ( n = 163/541) demonstrated good knowledge of tracheostomy-related complications, while 69.9% (378/541) had poor knowledge. No significant associations were found with age ( P = 0.268) or sex ( P = 0.112). Clinical-phase students showed higher knowledge (122/302, 40.4%) than pre-clinical students (79/333, 23.7%) ( P < 0.001). Prior experience caring for tracheostomised patients ( P < 0.001) and attendance at related courses or lectures ( P < 0.001) were also significantly associated with higher knowledge. Students with hands-on exposure to complications such as accidental decannulation, tube obstruction or bleeding scored better than their counterparts. Conclusion: Medical students in the Makkah region exhibited generally low levels of knowledge regarding tracheostomy care. Clinical experience and targeted educational interventions were strongly linked to better understanding and preparedness. These findings highlight the need to incorporate structured training and practical exposure into medical curricula to enhance competency and improve patient safety.