Shapiro J, Coggan P, Rubel A, Morohasi D, Fitzpatrick C, Danque F
Department of Family Medicine, University of California, Irvine.
Fam Med. 1994 May;26(5):283-9.
Research suggests that the strongest predictor of postgraduate research activity is medical student research involvement. Yet many medical students still regard family medicine as a "nonresearch" specialty. The purposes of this study were to discover what motivated a group of first-year medical students (and their faculty mentors) to participate in a summer research assistantship and how both groups evaluated the challenges and satisfactions of the experience.
The study used a grounded theory qualitative methodology that emphasizes an in-depth, inductive approach to evaluation research. Over a 2-year period, 11 first-year medical students who participated in a summer research assistantship and their 10 faculty mentors completed written questionnaires and were interviewed by our research team. Various categories of analysis were constructed and refined over the course of the study to explain the raw data collected through interviews, written questionnaires, and field notes.
Findings included identification of a core theme or meaning that motivated participation in the project for students and faculty. This theme was expressed in terms of professional, personal, relational, and societal goals. The study also identified three interrelated mechanisms (socialization, relationship, and technical skill transmission) used in varying degrees by students and faculty to achieve these goals.
In addition to technical mastery and knowledge, students were actively seeking professional relationships with faculty mentors, greater understanding of other peoples and cultures, and increased self-understanding and self-esteem. Junior and senior faculty reflected differing and multilevel motivations for participating in a research assistantship program.
研究表明，研究生科研活动的最强预测因素是医学生参与科研。然而，许多医学生仍将家庭医学视为“非科研”专业。本研究的目的是了解是什么促使一群一年级医学生（及其教师导师）参与暑期科研助理工作，以及两组人员如何评价这段经历中的挑战与收获。
本研究采用扎根理论定性方法，强调对评价研究采用深入的归纳法。在两年时间里，11名参与暑期科研助理工作的一年级医学生及其10名教师导师完成了书面问卷，并接受了我们研究团队的访谈。在研究过程中构建并完善了各类分析，以解释通过访谈、书面问卷和实地记录收集的原始数据。
研究结果包括确定了促使学生和教师参与该项目的核心主题或意义。这个主题体现在专业、个人、人际关系和社会目标方面。该研究还确定了学生和教师为实现这些目标不同程度使用的三种相互关联的机制（社会化、人际关系和技术技能传授）。
除了技术掌握和知识外，学生们还积极寻求与教师导师建立专业关系，增进对其他民族和文化的了解，并增强自我认知和自尊。初级和高级教师参与科研助理项目的动机各不相同且层次多样。
