Perceptions and Experiences of the Foster Family Program Among Alumni and Undergraduate Medical Students at CMC Ludhiana: An Exploratory Mixed-Methods Study.

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.