AbstractIntroductionMedical practice involves more than treating patients; it also requires doctors to understand ethics, legal responsibilities, and their professional duties. Despite this, several studies indicate that medico-legal and ethical training at the undergraduate level remains inadequate. With increased patient awareness and greater scrutiny of healthcare services, it becomes important for medical students to develop the knowledge and confidence required to handle medico-legal responsibilities.Aims and ObjectivesTo assess undergraduate medical students’ knowledge and attitudes regarding medical negligence and ethical practices, and to identify areas in which medico-legal education requires strengthening.Materials and MethodsA cross-sectional questionnaire-based study was conducted among Phase II–IV MBBS students and interns at Chettinad Hospital and Research Institute, Chennai. A structured and validated tool assessing demographic details, medico-legal knowledge, ethical attitudes, and perceptions of curriculum adequacy was administered to 258 participants. Data were analysed descriptively.ResultsThe mean age of respondents was 21.1 years, with the highest participation from Phase III students (62.6%). A little over half (60.5%) identified all essential components of medical negligence, while less than half correctly recognised the Bolam Test (44.2%) or the applicable landmark case for criminal negligence (48.8%). Only 4.7% identified negligent omission correctly. Many students were worried about legal issues, with 65% saying they feared litigation, and about 70% admitting they felt hesitant to deal with medico-legal cases. While just over half 52% felt the curriculum prepared them well. Most still found documentation and consent difficult to handle. Students also showed a strong preference for learning through simulations and case-based activities rather than traditional methodsConclusionUndergraduate students showed only a basic knowledge of medico-legal concepts, with more difficulty in areas such as documentation, types of negligence, and legal judgments. Many also reported feeling anxious about legal consequences and tended to approach clinical situations defensively. These findings point to the need for more structured, practical medico-legal training in the undergraduate curriculum to help future doctors feel more confident and better prepared.
Monisha et al. (2025) studied this question.