Perceptions of Medical Students About Active Learning Methods That Applied in an Elective on Shock Physiopathology: a Qualitative Study

Background and aims: The purpose of this study determination of students perceptions about the active teaching methods used in the “Advanced Approach to Shock Physio-pathology and Therapy” module of the elective course which cooperative with physiology, emergency medicine, cardiology, infectious diseases, neurology departments and intensive care units, in the curriculum of the medical faculty of the University of Trakya for the third term students and covering a total of 4 weeks. Methods: The study was carried out using case analysis design of qualitative study designs. The data were collected using three different qualitative collection techniques (triangulation: individual and focus group interview, document review). Document analysis, descriptive analysis and content analysis methods were used to analyze the data. Results: Twenty-five students who volunteered for individual and focus group interviews were initially satisfied with elective module (68%), the module was found student centered (36%) and memorable (44%). Participants stated that briefly expressing the basic and clinical features of subjects by teachers from different departments supports to keep in mind. Students indicated that active learning methods in this module encouraged them to research (64%) and gained academic research skills (28%). Conclusions: The results of this study showed that the elective course on shock that includes few theoretical courses and active learning methods was evaluated by the students, primarily in terms of providing satisfaction and memorable learning. Students expressed their opinion on the theoretical courses in this elective course in terms of to keeping in mind and they evaluated active learning methods in terms of encouraging research and gaining academic research skills