CURRICULUM FOR FAMILY ADOPTION PROGRAMME

Need of the Program:

In India, around 65.5 % of population resides in rural settings (as per 2020 statistics) whereas availability of health care facilities
and services are skewed towards urban set ups. Though adequate healthcare supplies exist in the community, it is the access to healthcare
to a rural citizen that is a major concern. Issues like health illiteracy, ignorance about communicable and non communicable diseases,
means to reach health care facility, services, take time off from their daily wages work and workforce shortages are some of the barriers
that limits timely and quality health related awareness and care leading to a scenario of ‘Scarcity in abundance’. Hence there is a need
to take measures to make healthcare more accessible to the rural and needy population and impart community based and community
oriented training to budding healthcare professionals.

Aim:

Family adoption program aims to provide an experiential learning opportunity to Indian Medical graduates community based health
care and thereby enhance equity in health.

Objectives of the Program:

During the Medical UG training program, the learner should be able to :

1. Orient the learner towards primary health care

2. Create health related awareness within the community
3. Function as a first point of contact for any health issues within the community
4. Act as a conduit between the population and relevant health care facility
5. Generate and analyse related data for improving health outcomes and Evidence based clinical practices.
Specifics of the Program:

Family adoption program is recommended as a part of curriculum of Community Medicine and should begin from 1st professional year
with competencies being spread in ascending manner for entire MBBS training program. The orientation towards the same may be a
part of Foundation course under the theme of ‘Field visit to community health centre’ (8 hrs) which is already allocated to foundation
course as per GMER 2019.

The family adoption shall preferably include villages not covered under PHCs adopted by medical college. If transit time from college
to site is more than 2 hours, then bastis / jhuggis/ towns on outskirts of cities may be considered for family adoption. Medical students
may be divided into teams and each team may be allocated visits, with 5 families per student. These families may be introduced during
their first visit; however, the model may be flexible depending upon the number of students and available families for adoption. The
entire team should work under a mentor teacher for entire part of the training program.

Other considerations:

Every college may arrange one diagnostic medical camp in the village wherein identification of: anemia, malnutrition in children,
hypertension, diabetes mellitus, ischemic heart diseases, kidney diseases, any other local problems may be addressed.

If required, patients shall be admitted in the hospital for acute illness under care of student, charges may be waived off or provide
concession or govt. schemes.

For chronic illness, students shall be involved.

Subsidized treatment charges may be provided under govt. schemes or welfare schemes.

Camps may be arranged by Dean and Community Medicine/ P.S.M. department with active involvement of Associate/ Asst.
Professors, social worker and supporting staff. Local population may be involved with village leaders.
Visit by students be made to the visit as mentioned in table below. Annual follow up diagnostic camp can be continued by the PSM
department. As a step towards environment consciousness, students may be encouraged for tree plantation/medicinal plants around
beginning of monsoons, in the environs of the families adopted. This could be also included in the environs of the hostels/ residence of
students wherever possible.

At the end of the programme, students may be envisioned to become leaders for the community.

TARGETS TO BE ACHIEVED BY STUDENTS:

First Professional Year:

-Learning communication skills and inspire confidence amongst families

-Understand the dynamics of rural set-up of that region

- Screening programs and education about ongoing government sponsored health related programs

- Learn to analyse the data collected from their families

-Identify diseases/ ill-health/ malnutrition of allotted families and try to improve the standards

2nd Professional Year

- Inspire active participation of community through families allotted

- Continue active involvement to become the first doctor /reference point of the family by continued active interaction
- Start compiling the outcome targets achieved

3rd Professional Year

- Analysis of their involvement and impact on existing socio-politico-economic dynamics in addition to improvement in health
conditions

Final Professional Year

 -Final visit in the initial months (May/ June) to have last round of active interaction with families

-prepare a report to be submitted to department addressing:

1) Improvement in general health

2) Immunization
3) Sanitation
4) De-addiction
5) Improvement in anemia, tuberculosis control
6) Sanitation awareness
7) Any other issues
8) Role of the student in supporting family during illness/ medical emergency
9) Social responsibility in the form of environment protection programme in form of plantation drive (medicinal plants/trees), cleanliness and
sanitation drives with the initiative of the medical student

Professional Year Competency Objectives Suggested Suggested Teaching

The student should be able to Teaching Learning Assessment Hours
methods methods

1st Professional • Collect demographic profile By the end of this visit, Family survey, Community 6 hrs
of allotted families, take students should be able to Community clinics case
history and conduct clinical compile the basic Community clinics, presentation,
examination of all family demographic profile of Multispecialty OSPE,
members allocated family members camps logbook,
journal of visit

9 hrs
 • Organize health check-up By the end of this visit, Reporting of follow Community
and coordinate treatment of students should be able to up visits, case
adopted family under overall report the basic health PRA techniques presentation,
guidance of mentor profile and treatment history (transact walk, OSPE,
of allocated family members group discussion) logbook,
Community clinics, journal of visit

By the end of this visit, Participation in and 6 hrs

• Maintain communication & students should be able to Process
follow up of remedial provide details of documentation of Community
measures communication maintained activities (NSS case
with family members for activities) along presentation,
follow-up of treatment and with reporting of OSPE, logbook
suggested remedial photographic basedcertificati
measures evidences on of
competency,
journal of visit
By the end of this visit,
• Take part in environment students should be able to 6hrs
protection and sustenance report the activities
activities. undertaken for environment logbook based
protection and certification of
sustenancelike study of competency,
environment of families, journal of visit
tree plantation/ herbal
plantation activities ( Total 27
conducted in the village hrs, 9
visits)
2nd Professional • Take history and conduct By the end of this visit, Family survey, Community 6 hrs
clinical examination of all students should be able to Community clinics case
family members compile the updated presentation,
medical history of family OSPE,
 members and report their logbook,
vitals and anthropometry journal of visit

• Organize health check-up Community clinics,

and coordinate treatment of By the end of this visit, Multispecialty 9 hrs
adopted family under overall students should be able to camps Community
guidance of mentor report the details of clinical case
examination like Hb %, presentation,
blood group, urine routine OSPE,
and blood sugar along with logbook,
treatment history of journal of visit
allocated family members

Reporting of follow
By the end of this visit, up visits,
• Maintain communication & students should be able to PRA techniques Community
follow up of remedial provide details of (transact walk, case 9 hrs
measures communication maintained group discussion) presentation,
with family members for Community clinics, OSPE, logbook
follow-up of treatment, and based
suggested remedial certification of
measures along with details competency,
of vaccination drive Participation in and journal of visit
Process
documentation of
By the end of this visit, activities (NSS
• Take part in environment students should be able to activities) along logbook based
protection and sustenance report the activities with reporting of certification of 6 hrs
activities. undertaken for environment photographic competency,
protection and evidences journal of visit
sustenancelike study of
environment of families,
tree plantation/ herbal
 plantation activities ( Total 30
conducted in the village hrs, 6
visits)
3rd Professional • Take history and conduct By the end of this visit, Family survey, Community 3hrs
clinical examination of all students should be able to Community clinics case
family members update the medical history presentation,
of family members and their OSPE,
vitals and anthropometry logbook,
journal of visit

By the end of this visit,

• Organize health check-up students should be able to Community clinics, 3hrs
and coordinate treatment of report the details of clinical Multispecialty Community
adopted family under overall examination like Hb %, camps case
guidance of mentor blood group, urine routine presentation,
and blood sugar along with OSPE,
treatment history of logbook,
allocated family members journal of visit

By the end of this visit,

• Maintain communication & students should be able to Reporting of follow 3hrs
follow up of remedial provide details of up visits,
measures communication maintained PRA techniques Community
with family members for (transact walk, case
follow-up of treatment, and group discussion) presentation,
suggested remedial Community clinics, OSPE, logbook
measures along with details based
of vaccination drive certification of
competency,
Participation in and journal of visit
Process
 • Take part in environment By the end of this visit, documentation of 3hrs
protection and sustenance students should be able to activities (NSS
activities. report the activities activities) along logbook based
undertaken forenvironment with reporting of certification of
protection and photographic competency, 3 hrs
sustenancelike study of evidences journal of visit
environment of families, ( total 15
tree plantation/ herbal hrs, 5
plantation activities visits)
conducted in the village
4th Professional
• Final counselling of the By the end of this visit, Small group logbook based 6 hrs- 1
family members of allotted students should be able to discussion certification of visit
families and analyze the analyze and report the (report of the health competency,
health trajectory of adopted health trajectory of adopted trajectory of adopted journal of visit
family under overall family along with remedial family)
guidance of mentor measures adopted at
individual, family and
community level
TOTAL 1st Prof 9 visits 27 hrs
2nd Prof 6 visits 30 hrs
3rd Prof 5 visits 15 hrs
4th (Final) Prof 1 visit 06 hrs
21 visits 78 hrs