Abstract Background: Under the Family Adoption Program (FAP) in India, MBBS students adopt families in an underserved rural area, gather sociodemographic and health-related information, impart health education, and facilitate community health services. This study aims to assess students’ learning, attitudes, and perceptions, including challenges and suggestions regarding FAP to improve its implementation. Materials and Methods: A cross-sectional study was conducted, including students who had completed Phase I or II MBBS at a medical college in Uttar Pradesh, using self-administered questionnaires. Self-rated scores were obtained for attaining each learning target. Attitudes and perceptions were measured on a Likert scale, with one open-ended question each about challenges and suggestions. Batch-wise and pooled data were analyzed. Responses between phases were compared using Mann–Whitney U-test. Results: Of 293 eligible students, 281 (95.9%) responded. The composite scores for achieving learning targets were 64.3% and 67.6% for Phase-I- and Phase-II-completed students, respectively. Most students reported improved communication skills and learning about common health problems but lacked confidence in initial visits due to inadequate clinical skills. Two-third of Phase-II-completed students versus half of Phase-I-completed students ( P = 0.004) opined FAP initiation during Phase II MBBS or later. Challenges included high expectations of families, adverse climatic conditions, and difficulty garnering attention of families. More resource allocation and reduction in the number of families were desired. Conclusion: FAP as community-based medical education has been embraced by students who have completed Phase I or II MBBS in a private medical college setting. Addressing the challenges can improve the experience of students and the adopted families.
Mohta et al. (Thu,) studied this question.
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