Evaluating the family adoption programme in competency-based medical education: a structured evidence review and implementation framework for undergraduate medical training in India

Sonali Kar; Smruti R. Nayak; Ipsa Mohapatra; Rama C. Das; Dilip Panda; Angana Ray

doi:10.18203/2394-6040.ijcmph20262311

Authors

Sonali Kar Department of Community Medicine, Kalinga Institute of Medical Sciences (KIMS), KIIT Deemed to be University, Patia, Bhubaneshwar, Odisha, India
Smruti R. Nayak Department of Community Medicine, Kalinga Institute of Medical Sciences (KIMS), KIIT Deemed to be University, Patia, Bhubaneshwar, Odisha, India
Ipsa Mohapatra Department of Community Medicine, Kalinga Institute of Medical Sciences (KIMS), KIIT Deemed to be University, Patia, Bhubaneshwar, Odisha, India https://orcid.org/0000-0002-1431-9093
Rama C. Das Department of Psychiatry, Kalinga Institute of Medical Sciences (KIMS), KIIT Deemed to be University, Patia, Bhubaneshwar, Odisha, India
Dilip Panda Kalinga Institute of Medical Sciences (KIMS), Patia, Bhubaneshwar, Odisha, India
Angana Ray Department of Community Medicine, Kalinga Institute of Medical Sciences (KIMS), KIIT Deemed to be University, Patia, Bhubaneshwar, Odisha, India https://orcid.org/0009-0005-2877-4782

DOI:

https://doi.org/10.18203/2394-6040.ijcmph20262311

Keywords:

Family adoption programme, CBME, Community-based education, Undergraduate medical training, India, Experiential learning, social determinants of health

Abstract

Community-oriented medical education is a vital part of the competency-based medical education (CBME) curriculum introduced in India in 2019. The family adoption programme (FAP) was added as a key component of CBME to give undergraduate medical students an in-depth, long-term experience with household health factors and primary community health systems. This structured review evaluates the available evidence on the educational impact of the FAP, identifies key implementation challenges across institutional settings, and proposes strategic reforms to enhance its sustainability and effectiveness. A structured evidence review with thematic synthesis was conducted using PubMed, Scopus, and Google Scholar. The search targeted policy documents, descriptive studies, experiential reports, and empirical evaluations related to the family adoption programme and community-based medical education in India, focusing on publications from 2000 to 2024. Relevant studies on community-based and experiential learning models worldwide were also included. Evidence shows that the FAP enhances students' understanding of social determinants of health, health-seeking behaviors, and healthcare services. Students demonstrate improved communication skills and community engagement. However, implementation varies between institutions, with challenges such as logistical barriers, insufficient faculty supervision and mentorship, lack of standardized documentation and assessment tools, and weak integration with national and state health programmes. The family adoption programme is a promising approach to improve medical education in India. However, its educational impact is limited by inconsistent implementation. Overcoming these challenges requires systemic reforms, including structured learning modules, digital documentation and monitoring tools, faculty mentoring systems, and linkage with primary health care services.

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