Perceptions of medical undergraduate students and faculty regarding family postings and problem solving for better health (PSBH) as teaching learning methods: A mixed methods study.

Background: The two major modalities of teaching Community and Family Medicine that offer platform to understand community health problems by rapport building and using proper communication skills are Family postings and Problem Solving for Better Health (PSBH). Aim: This study was aimed to compare the Family postings and PSBH as teaching learning methods in Community and Family Medicine. Materials and Methods: A total of 150 Phase 3 Part I medical undergraduate students were enrolled for the study. They were posted for a period of 6 weeks in the Department of Community Medicine for clinical posting. During this period, they conducted family posting for a period of 3 weeks and PSBH project for next 3 weeks. The students' perceptions regarding both teaching modalities were measured by a 5-point Likert scale. The perceptions of faculty were recorded by in-depth interviews. The data was entered in SPSS Version 22 with IBM SPSS Version 22(IBM Corp, Armonk, NY, USA) and analyzed using independent student's t-test. Results: The students found PSBH to be more effective (68%), more interesting (64%) modality of teaching Community Medicine as compared to Family posting. It also directs students towards self-directed learning (69.3%). PSBH also inculcates development of group dynamics (83.3%), team work and makes the students more sensitive towards needs of community. Faculty found the overall teaching experience as better in PSBH (90%) and more useful for student's future (70%). However, 80% faculty felt that Family Postings are must to teach concepts of Community Medicine. Conclusion: PSBH was found to be better approach of teaching Community Medicine amongst the students.