Strengthening research capabilities for future medical students will improve the future of medical science and improve the quality of medical care. However, since human medicine is dependent on natural science approach only, understanding of the overa ...
Strengthening research capabilities for future medical students will improve the future of medical science and improve the quality of medical care. However, since human medicine is dependent on natural science approach only, understanding of the overall relationship of medicine is limited, and recent emphasis is on humanities and social medicine education. Based on these problems, the following research problems were set up in this study. First, how can an undergraduate research program be developed to enhance the humanities capacity of medical students? Second, what are the learning outcomes of students participating in the humanities research program, and how can participation experiences be structured? Third, what is the difference between research interests, medical researches, research interests and research efficacy among students who are not involved in the research process? The subjects of this study were 88 second grade students and 26 professors who participated in student research teaching. Among them, there were 13 professors who participated in the humanities research process and 37 students. a research tool, measures such as research process validity rating scale, study participant student performance evaluation score, research interest, and research efficacy were used. For the analysis of the results, the research process evaluation and the student performance analysis were examined through frequency analysis and descriptive statistics. In addition, t-test was conducted to investigate the differences between professors and students on the validity of the research process. The students' experiences in the humanities research process were analyzed qualitatively. As a result, the research program developed is a core course that lasts for three semesters. There was a significant difference in the evaluation of the validity of the undergraduate research program for the medical students of the professors and the students of the medical schools, and the professor perceived the validity more than the students. The professor who participated in the research process for enhancing the humanities capacity highly evaluated the achievement of the research course of his / her students. These results showed a meaningful difference from students' self – evaluation. The qualitative analysis of the experience of participating in the humanities research process was categorized into three dimensions of recognition, effect, and demand. As a result, 11 phenomena were derived. Finally, we investigated the difference of research interest and research efficacy between students who did not participate in humanities research, medical research, and research process. As a result, in the school life satisfaction, the students who did not participate in the research showed a significantly higher score than the other two groups. In addition, the students who had studied humanities showed higher scores than those who did not participate in the research.