Wound certificate writing is taught conventionally through a lecture with case scenarios based on real or hypothetical circumstances for the students in IInd year MBBS, by the department of Forensic Medicine. Then the students are assessed through written and viva voce during examinations. This method lacks standardization and reliability, because of the difference in perception among students. So we intended to resolve this issue by exposing them to an additional teaching module using photographs, video, and simulators. Material and Methods: The researcher selected 80 students of IInd year MBBS students at Aarupadai Veedu Medical College and Hospital, Puducherry. All 80 students first underwent conventional teaching, and later, an additional teaching module, for issuing of wound certificate. Both teaching methods were assessed independently to find the impact of students in writing wound certificate. These results were then compared using student paired 't'- test. Results: The statistical analysis of the assessments before and after the implementation of the additional module showed significant improvement in answering the structured viva voce on issuing a wound certificate. The writing part of wound certificate, however did not show significant changes. Conclusion: Additional teaching module equips students, in a better way, to understand the intricacies of medical and legal issues related to wound certificate. © 2019 Elsevier B.V., All rights reserved.