Özet:

Introduction: The farmacology course, which is considered difficult to learn due to the theoretical knowledge burden, is today also perceived as a course of transition to clinical practice and therefore is studied on integrative strategies in the farmacology training. Purpose: Solomon Demirel University School of Medicine was aimed at studying the factors affecting pharmacological training of students with a qualified study. Tools and Methods: In our study, a research team with 6 researchers was created and the team prepared 5 open-end questions about farmacology training. 121 (47%) of the medical faculty's 3 semester students participated in the study. The findings: The theoretical knowledge burden on the course of pharmacology and the need for memory were in the forefront of the views on the nature of the course. Students clearly expressed the importance of participating in the course in relation to their work strategies. In the question about the effect of the course of pharmacology on the daily life, the vast majority prescribed the drug box and prospectus reading behavior. In the question about the course's function, the need for the clinical course narration and practical application was revealed. Discussions: Classes that are difficult to learn, such as pharmacology courses, can leave a positive impression on the student with the active effort of the faculty members. In order to improve the efficiency of the course and ensure the active participation in the course, prospectus reading and recipes writing skills practice, sessions where cases are discussed in small groups or special work modules can be planned. The repetition of such practices during the period of clinical training is important to ensure the integration of the theoretical farmacological knowledge with the clinical knowledge and to reduce the theoretical burden.

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