Cureus · 2026
Perceptions and Experiences of the Foster Family Program Among Alumni and Undergraduate Medical Students at CMC Ludhiana: An Exploratory Mixed-Methods Study.
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Abhilasha Pallavi, Williams Abhilasha, Injety Ranjit, Varghese Shereen, Jeyaraj Pamela A, Pandian Jeyaraj D
Аннотация
BACKGROUND: Mentorship plays a crucial role in the holistic development of medical students. The Foster Family Program (FFP) at Christian Medical College (CMC), Ludhiana, is a unique mentorship model that provides academic, emotional, social, and spiritual support through a family-like structure involving faculty mentors ("foster parents") and students ("foster siblings").
OBJECTIVE: To describe and explore foster parents' and foster siblings' retrospective perceptions of the FFP, including reported support, engagement, relationship continuity, strengths, challenges, and suggestions for improvement.
METHODS: A mixed-methods study was conducted among MBBS alumni of CMC Ludhiana (batches 1960-2015), including foster parents and foster siblings. Quantitative data were collected via a structured online questionnaire using snowball sampling and analyzed using descriptive and inferential statistics. Qualitative data were obtained through open-ended responses and analyzed using thematic analysis. Key domains assessed included academic performance, mental health, interpersonal relationships, and career development.
RESULTS: A total of 227 participants were included, comprising 24 (10.6%) foster parents and 203 (89.4%) foster siblings. The mean age of foster parents was 49.6 years, and that of foster siblings was 21.2 years. Most participants reported positive outcomes, with 15 (65.2%) rating the program highly. Interpersonal relationships were strengthened in 20 (87.0%) of the foster parents, while 14 (60.9%) discussed mental health concerns with their fosters. 120 (61.2%) students reported receiving support during stressful periods, and 109 (55.3%) identified their mentor as inspirational. Long-term relationships persisted, with 17 (77.3%) between foster parents and students, while 13 (6.6%) kept in touch with their foster parents only and 91 (46%) with both foster parents and siblings maintaining contact after graduation. Qualitative analysis revealed key strengths, including emotional support, academic and spiritual guidance, a safe space for sharing, and community bonding. Reported challenges included inactivity of some foster families, time constraints, financial burden, mismatched expectations, and interpersonal discomfort.
CONCLUSION: The FFP was associated with perceived improvements in the academic, psychosocial, and emotional well-being of medical students. While overall perceptions were positive, variability in engagement highlights the need for improved mentor-mentee matching and more structured interaction. The model demonstrates potential for replication, although contextual adaptation may be necessary.
OBJECTIVE: To describe and explore foster parents' and foster siblings' retrospective perceptions of the FFP, including reported support, engagement, relationship continuity, strengths, challenges, and suggestions for improvement.
METHODS: A mixed-methods study was conducted among MBBS alumni of CMC Ludhiana (batches 1960-2015), including foster parents and foster siblings. Quantitative data were collected via a structured online questionnaire using snowball sampling and analyzed using descriptive and inferential statistics. Qualitative data were obtained through open-ended responses and analyzed using thematic analysis. Key domains assessed included academic performance, mental health, interpersonal relationships, and career development.
RESULTS: A total of 227 participants were included, comprising 24 (10.6%) foster parents and 203 (89.4%) foster siblings. The mean age of foster parents was 49.6 years, and that of foster siblings was 21.2 years. Most participants reported positive outcomes, with 15 (65.2%) rating the program highly. Interpersonal relationships were strengthened in 20 (87.0%) of the foster parents, while 14 (60.9%) discussed mental health concerns with their fosters. 120 (61.2%) students reported receiving support during stressful periods, and 109 (55.3%) identified their mentor as inspirational. Long-term relationships persisted, with 17 (77.3%) between foster parents and students, while 13 (6.6%) kept in touch with their foster parents only and 91 (46%) with both foster parents and siblings maintaining contact after graduation. Qualitative analysis revealed key strengths, including emotional support, academic and spiritual guidance, a safe space for sharing, and community bonding. Reported challenges included inactivity of some foster families, time constraints, financial burden, mismatched expectations, and interpersonal discomfort.
CONCLUSION: The FFP was associated with perceived improvements in the academic, psychosocial, and emotional well-being of medical students. While overall perceptions were positive, variability in engagement highlights the need for improved mentor-mentee matching and more structured interaction. The model demonstrates potential for replication, although contextual adaptation may be necessary.