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.