Engaging with discomfort when learning sexual and reproductive health and rights. A qualitative content analysis of public health students’ experiences of active learning in an international master’s level course

Abstract Background Within most academic sexual and reproductive health and rights (SRHR) curricula, topics considered sensitive within the broader social context are frequently addressed. To gain a better understanding of how active learning can be promoted in education about potentially sensitive topics, this study aimed to explore the experiences of active learning among an international student cohort attending a master’s level course in SRHR. Method This qualitative study draws from 11 in-depth interviews with students previously enrolled in a master’s level course in SRHR at the Faculty of Medicine, Lund University, Sweden. Interviews were analyzed using qualitative content analysis. Results The analysis resulted in two sub-themes; Co-creating a safe environment for active learning in SRHR and Managing challenges and catching opportunities for active learning in SRHR, and one overarching theme; Considering self and others when engaging with uncomfortable dimensions of learning SRHR. Conclusion The findings indicate that discomfort has the potential to be productive for active learning. However, this necessitates that the learning environment is intentionally curated by both facilitators and students into a learning space characterized by trust.