IPA를 활용한 의과대학생의 연구 역량 강화를 위한 요구 분석

Abstract

Objectives The purpose of this study is to investigate the level of research competencies and requirements resulting from the completion of a research competency enhancement education program for individual medical students. Based on this investigation, the study aims to provide foundational data for educational support in strengthening research competencies within medical schools.
 Methods A survey was conducted targeting a total of 101 participants, including 54 first-year medical students (Group 1) who were enrolled in the E-Medical School, Department of Medicine, and had completed a two-year research education program in the Department of Medical Education, and 47 third-year medical students (Group 2) who had participated in a two-year research education program. Data was collected using a research competencies scale, and paired-sample t-tests and Importance-Performance Analysis were conducted.
 Results First, the results of the needs analysis for the entire student group revealed the need for short-term focused improvement in “interpretation of results” and “presentation skills,” long-term progressive improvement in “acquisition of specialized knowledge,” “experimental execution,” and “communication skills,” and improved awareness in “research ethics,” “laboratory safety,” “communication abilities,” “experimental design,” and “data organization/ analysis,” as well as the need for sustained maintenance in “topic comprehension” and “error judgment.” Second, the needs analysis based on participation in the educational programs revealed the following results. In Group 1 (first-year medical students), there was a need for short-term focused improvement in “laboratory safety,” “error judgment,” “interpretation of results,” and “presentation skills,” long-term progressive improvement in “research ethics,” “acquisition of specialized knowledge,” “experimental execution,” and “communication skills,” and a demand for “communication skills.” In Group 2 (third-year medical students), there was a need for short-term focused improvement in “interpretation of results” and “presentation skills,” long-term progressive improvement in “acquisition of specialized knowledge,” “experimental design,” “experimental execution,” and “communication skills.”
 Conclusions This study provided empirical data related to enhancing the research competencies of medical students, serving as foundational information for the revision of education programs that promote learner-centered research competencies.