Development and Validation of an Interprofessional Community-Based Teaching-Learning Module for a Family Adoption Programme for Indian Medical Undergraduates

TL;DR

This paper describes the development and validation of a teaching module for Indian medical students to improve their skills in community-based family adoption programs.

Contribution

The paper introduces a validated interprofessional teaching-learning module for medical undergraduates in a family adoption program.

Findings

An interprofessional team developed a module with content validity index of 0.92.

The module spans three years of medical education and focuses on soft skills and community-based learning.

Expert validation confirmed the module's relevance and comprehensiveness.

Abstract

Introduction: Medical education aims to prepare graduates to address society’s health requirements effectively. The majority of assessments are summative and provide a minimal chance for feedback. The evaluation techniques and teaching-learning activities place a greater emphasis on knowledge than on attitude and abilities. They might also lack soft skills, including professionalism, ethics, doctor-patient relationships, and communication, as they are a hidden part of the traditional curriculum. Learning activities that take place in a specific setting, like a community, are referred to as community-based education.

Objectives: To develop and validate the Interprofessional Teaching-Learning Module for the Family Adoption Program for medical undergraduates.

Method: This was an educational observational study to develop a module for a family adoption program for Bachelor of Medicine and Bachelor of Surgery (MBBS) students, which began from the first professional year and extended to the second and third professional years. Experts from different health professions were identified, and a preliminary meeting was called to discuss the purpose of the module and the role and responsibilities of each. Institutional Ethics Committee clearance was obtained after the submission of the synopsis.

Results: An interprofessional team was formed and communicated regarding the purpose of the module, and the initial draft was prepared with their contribution. The panel of experts for relevancy validated the module, and the content validity index derived, which was 0.92, was considered good and relevant.

Conclusion: The Interprofessional Teaching-Learning Module for the Family Adoption Program is a comprehensive and collaborative approach for equipping students’ necessary knowledge and skills to facilitate successful adoption and support families effectively.