Assessing the Perception of the Family Adoption Program Among Medical Students, Adopted Families, and Medical Faculty: A Mixed-Methods Study.

Background The Family Adoption Program (FAP) is a community-oriented medical education initiative in which medical students adopt families to provide basic healthcare support while enhancing their clinical, communication, and observational skills. Understanding the perspectives of medical students, adopted families, and faculty members is essential for evaluating the program's educational and community impact and identifying areas for improvement. Methods A mixed-methods study was conducted among 220 participants, including 150 second-year medical students, 50 adopted family members, and 20 faculty members involved in the FAP. Quantitative data were collected from students using a structured 5-point Likert-scale questionnaire assessing perceived effectiveness, learning experiences, and challenges associated with the program. Qualitative data were obtained through in-depth interviews with faculty members and focus group discussions with adopted family members. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed using Braun and Clarke's thematic analysis framework. Results Most students reported that the FAP improved their communication skills (85.3%) and clinical understanding (81.3%), while 78.0% perceived enhanced confidence in community interaction and patient counseling. Faculty members emphasized the program's role in bridging theoretical learning with real-world healthcare exposure. Adopted families reported increased health awareness, improved healthcare-seeking behavior, and better understanding of preventive practices. Despite these benefits, students identified major challenges, including academic workload (72.0%), transportation difficulties (64.7%), and scheduling conflicts (61.3%). Families also expressed concerns related to communication barriers, trust-building, and difficulty adhering to medical advice. Qualitative analysis highlighted the need for improved orientation sessions, stronger faculty mentorship, structured follow-up mechanisms, and enhanced community engagement. Conclusion The FAP is an effective experiential learning strategy that strengthens medical students' clinical exposure, communication abilities, and understanding of community healthcare while simultaneously improving health awareness among adopted families. However, logistical barriers, academic burden, and communication challenges may limit optimal implementation. Strengthening institutional support, structured mentorship, and flexible scheduling can improve the long-term sustainability and educational impact of the program.