Perceptions of medical students on the utility of Participatory Rural Appraisal (PRA) tools for community learning and communication skill development in a rural health setting

Abstract

Participatory Rural Appraisal (PRA) is a field-based approach used to gather data or gain insights into the conditions and realities of rural communities. The methods and tools employed in PRA are chosen based on the specific type of data needed. It is a systematic yet adaptable methodology carried out directly in the field by a multidisciplinary team. PRA emphasizes a bottom-up approach, encouraging collaborative learning with local residents to better understand rural life. The active participation of both community members and professionals plays a vital role in analyzing rural livelihoods and their connections with social and economic factors. A wide range of information can be collected through various PRA techniques, and this data is cross-checked through triangulation involving different key informants (KIs) as well as direct observations by the team. This study focuses on analyzing the perception of students regarding the use of PRA tools technique in collecting the information from the villagers. A cross-sectional study was conducted among Phase-I MBBS students ( n = 135, excluding 15 pilot participants) as part of the Family Adoption Program. Students were trained in Participatory Rural Appraisal (PRA) methods through lectures, role plays, and hands-on sessions by mentor faculty, followed by house-to-house family health data collection using structured questionnaires. Trained students then implemented PRA tools in the community under faculty mentorship. Post-implementation, students’ perceptions regarding the utility of PRA tools for developing communication and community learning skills were assessed using a self-administered, informed consent-based Google form questionnaire. Data were analyzed using descriptive statistics, with categorical variables expressed as frequencies and percentages. Student perceptions regarding the PRA tools and their application were assessed using a Likert scale. The most used and feasible PRA tools for students to collect information from villagers were Cob-web diagram (68.2%), 24 h calendar (57.8%), FGD (41.5%), followed by Social mapping (38.5%) and Seasonal calendar (36.3%). Most of students (63.33%) felt that PRA techniques would be the best suitable method as an approach to learn about the situations in an adopted village. Majority of medical students (92.6%) agreed that there was improvement in their communication skills by using PRA tools. Most of them (96.8%) agreed that Focused group discussion (FGD) helps in understanding the problems of villagers. PRA tools and techniques were helpful, informative and interesting for the community learning of the MBBS students. This perception-based study indicates that PRA tools, when used alongside the Family Health Proforma, may enhance the teaching-learning experience in the Family Adoption Program; however, these findings warrant further validation through objective outcome measures.

The authors' abstract, as published at the source. BMC Medical Education, 2026 · DOI ↗