## 1 Introduction  
Medical practices have extraordinary importance for the procedural skills of medical students, health caretakers, maternity specialists, and paramedics [1]. To keep up proficiency in certain procedural skills that may be inconsistently utilized, remote health specialists should standardize practices. Any research-related practical skills can highlight the operational repetition, and reputation of clinical practice of medication, nursing, birthing assistance, and paramedic practice [2]. By undertaking this task, we gathered information on the doctor's opinions about how often and by what means they expected to practice these abilities, with an emphasis on the use of reproduction as an educational strategy. Most health disciplines teach a wide range of practical skills and clinical experience leads to further refinement, mastery, and dominance of these skills [3]. The execution of processes reasonably and competently is essential for providing better hospital services. As part of healthcare processes, individuals are involved in diagnosing, treating, and preventing diseases [4]. Evidence-Based Medicine (EBM) is a process of analyzing hospital processes based on evidence [5]. The right facilities with high-quality lab skills create a powerful and safe learning environment for medical students. The ability to gain skills, knowledge, and practices through additional feedback in the laboratory has moderate effects on patient outcomes compared to standard clinical training [6]. Consequently,medical trainees can perform technical and communication skills faster and more precisely on patients. Simulated-Based Medical Education (SBME) studied feedback efficiency and found that terminal feedback was more effective than concurrent feedback [7]. During the questioning period following re-enactments, studies have shown that significant learning occurs [8; 9]. In older days, feedback was primarily based on tutor observations and outcome evolution. With the advent of e-learning, telemedicine, video recordings, and virtual patient monitoring, opportunities for database feedback have increased [10]. Surgical training emphasizes the importance of following the process sequentially and spotting deviations in execution, rework, and transition times [11]. Medical process management experts rely heavily on process mining (PM) techniques for the evaluation of process models. It consists of three approaches, namely process discovery, checking, and enhancement [12]. Information about process execution is recorded in event logs and is accessible through existing data frameworks. Medical trainees benefit greatly from process mining during surgical operations since the structure is process-oriented. With the help of a case study of Central Venous Cattheter (CVC) installation, for surgical training performances, students had to identify deviations from the model and only one student only achieved 100% conformance [13]. The process model from both students' and instructor perspectives was generated to identify and improve the medical training. This is reported by authors from [14], who calculated the average of overall process performance to support the instructor during teaching [14]. In [15], the authors that generated the actual CCC19 dataset have validated both qualitatively and quantitatively from students' perspectives in favor of their learning strategies [15]. However, these works do not clarify the deviation happening in the training activities. To do that, this work presents the structural view of activities performed during CVC installation by process mining techniques. The three research objectives (RO) of the presented work are:  
RO1: Display major training activities in CVC installation with Pertinet modeling;  
RO2: Present a novel framework with fuzzy mining analysis;  
RO3: Perform a conformance check to understand the activity deviation with prescribed CVC training.