Knowledge of Family Adoption Program among First Year MBBS Students: A Pre and Post Intervention Study

Abstract Background: The Family Adoption Programme (FAP) is an important component of undergraduate medical education that familiarises students with family-oriented and community-based healthcare. Structured teaching may help students understand the programme's objectives and practical components. Objective: To assess change in FAP-related knowledge scores among first-year MBBS students following a teaching session at ESIC Medical College, Indore. Methods: A single-group pre-test–post-test assessment was conducted among 49 first-year MBBS students. The same 10-item knowledge assessment was used before and after teaching. Pre-test and post-test records were paired by row order, as confirmed by the study team. Scores were summarised using means and standard deviations. A paired-samples t-test was used for the primary comparison, with the Wilcoxon signed-rank test as a sensitivity analysis. Results: The mean score increased from 8.08 (SD 1.19) out of 10 before teaching to 8.94 (SD 0.72) after teaching. The mean paired increase was 0.86 points (95% CI 0.46 to 1.26; paired t-test p=<0.001). The Wilcoxon signed-rank test also indicated a difference (p=<0.001). Scores increased in 29 students, were unchanged in 13, and decreased in 7. Conclusion: The teaching session was associated with higher immediate post-test knowledge scores. The findings should be interpreted cautiously because of the single-group design, possible ceiling effects, and lack of assessment of longer-term retention