Lived realities of family engagement: A thematic exploration of the family adoption program

Abstract

Background

The Family Adoption Program (FAP) was introduced to strengthen community engagement and foster experiential learning in Indian medical education. While most evaluations focus on student perspectives, the lived experiences of families remain underexplored. This study aimed to explore the perceptions, experiences, and suggestions of families participating in the FAP in rural Karnataka.

Methodology

A qualitative study was conducted in June 2025 in the villages of Hanchya and Rammanahalli, Karnataka, using a phenomenological approach. Purposive sampling method was used to identify the families who had participated in the program for at least three years. Data were collected through semi-structured, in-depth interviews conducted in Kannada, audio-recorded, and transcribed verbatim. Thematic analysis was performed to identify key patterns across narratives.

Results

Twenty families participated in this study. Seven themes emerged(Chepuru et al., 2025 Jan) 1: navigating language and communication,(Shekhawat et al., 2025 Jan 31) 2 disruption versus engagement in daily life,(Shree et al., 2024 Jul 1) 3 scope and nature of student interventions,(Yalamanchili et al., 2023 Feb) 4 perceived gaps in continuity of care,(Shikha et al., 2024 Feb) 5 engagement with health camps,(Reshmi et al., 2024 Aug) 6 relationship dynamics with student visitors, and(Arumugam et al., 2022 Jul 28) 7 community suggestions for program enhancement. Families valued students’ ability to communicate in the local language, provide health education, and offer basic clinical checks, which raised trust and better rapport. However, barriers such as linguistic disconnect, inconvenient scheduling, limited follow-up, and predominantly survey-based interactions diminished program effectiveness.

Conclusion

Families perceive FAP as beneficial when visits are regular, with lesser language barrier, and service-oriented. Continuous and regular visits with adaptable schedules to family needs, and including organized feedback mechanisms can improve both community impact and student learning.