Challenges and learnings: A three-year journey of MBBS students in the family adoption program
4 affiliations
- 1Department of Community Medicine, Eras Lucknow Medical College and Hospital, Lucknow, Uttar Pradesh, India
- 2Department of Microbiology, Eras Lucknow Medical College and Hospital, Lucknow, Uttar Pradesh, India
- 3Community Medicine, Career Institute of Medical and Dental Sciences and Hospital, Lucknow, Uttar Pradesh, India
- 4Department of Community Medicine, Hind Institute of Medical Sciences (HIMS), Sitapur, Uttar Pradesh, India
Abstract
Introduction:: Experiential community-based learning strengthens MBBS students’ understanding of public health, social determinants, and patient-centered care. The Family Adoption Program (FAP) aims to enhance communication skills and professional growth but faces challenges related to logistics, follow-up, and resources.
Aim:: To assess the challenges, learning outcomes, and effectiveness of the FAP from MBBS students’ perspectives.
Materials and Methods:: This cross-sectional study was conducted over 6 months (April–September 2025) among MBBS students of the 2021–2022 batch, who participated in FAP. All eligible students from this batch were included. Data were collected using a structured Google Form circulated via the batch WhatsApp group, with 1 week provided for responses and reminders to enhance participation. Since the study included all three phases of FAP, students were requested to recall and summarize their experiences from the earlier phases while completing the questionnaire during the final phase.
Results:: Among 146 respondents, most were aged 20–22 years (56.2%) and female (54.8%). Common activities included data collection (87.7%), health education (83.6%), and health camps (68.5%). Major challenges were lack of family trust (74.7%), reluctance to participate (36.3%), language barriers (25.3%), and scheduling conflicts (20.5%). Students reported substantial growth in knowledge and skills (67.1%), improved communication, and effective faculty mentorship.
Conclusion:: The 3-year FAP significantly enhanced MBBS students’ knowledge, skills, and communication abilities, while fostering community engagement. Despite challenges such as family trust, logistical issues, and academic workload, the program was perceived as effective in promoting experiential learning and preparing students for patient-centered care.
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BibTeX
@article{asghar2026challenges,
title = {{Challenges and learnings: A three-year journey of MBBS students in the family adoption program}},
author = {Syed Abid Asghar and Sarah Hassan and Avi Singh and Ruby Khatoon and Wafa Shamim Mohammed Shamim Khan and Shahbaz Haiderali Patel},
journal = {Journal of family medicine and primary care},
year = {2026},
month = jul,
doi = {10.4103/jfmpc.jfmpc_2029_25},
url = {https://europepmc.org/article/PMC/PMC13722226},
note = {CC BY-NC-ND},
}
RIS
TY - JOUR
TI - Challenges and learnings: A three-year journey of MBBS students in the family adoption program
AU - Syed Abid Asghar
AU - Sarah Hassan
AU - Avi Singh
AU - Ruby Khatoon
AU - Wafa Shamim Mohammed Shamim Khan
AU - Shahbaz Haiderali Patel
PY - 2026
DA - 2026/07/01
JO - Journal of family medicine and primary care
DO - 10.4103/jfmpc.jfmpc_2029_25
UR - https://europepmc.org/article/PMC/PMC13722226
AB - Introduction:: Experiential community-based learning strengthens MBBS students’ understanding of public health, social determinants, and patient-centered care. The Family Adoption Program (FAP) aims to enhance communication skills and professional growth but faces challenges related to logistics, follow-up, and resources. Aim:: To assess the challenges, learning outcomes, and effectiveness of the FAP from MBBS students’ perspectives. Materials and Methods:: This cross-sectional study was conducted over 6 months (April–September 2025) among MBBS students of the 2021–2022 batch, who participated in FAP. All eligible students from this batch were included. Data were collected using a structured Google Form circulated via the batch WhatsApp group, with 1 week provided for responses and reminders to enhance participation. Since the study included all three phases of FAP, students were requested to recall and summarize their experiences from the earlier phases while completing the questionnaire during the final phase. Results:: Among 146 respondents, most were aged 20–22 years (56.2%) and female (54.8%). Common activities included data collection (87.7%), health education (83.6%), and health camps (68.5%). Major challenges were lack of family trust (74.7%), reluctance to participate (36.3%), language barriers (25.3%), and scheduling conflicts (20.5%). Students reported substantial growth in knowledge and skills (67.1%), improved communication, and effective faculty mentorship. Conclusion:: The 3-year FAP significantly enhanced MBBS students’ knowledge, skills, and communication abilities, while fostering community engagement. Despite challenges such as family trust, logistical issues, and academic workload, the program was perceived as effective in promoting experiential learning and preparing students for patient-centered care.
SN - 2249-4863
SN - 2278-7135
ER -