Evaluating Student Perceptions of a Learner-Centered Drug Literature Evaluation Course

Objective. To evaluate pharmacy students' perceptions of a drug literature evaluation course implementing learner-centered teaching principles. Design. A drug literature evaluation course was redesigned to create a more learner-centered course through the inclusion of optional assignments, self-reflection opportunities, and a point-based grading system. A questionnaire was developed to assess student perceptions of the course and preferences for the learner-centered approach. Assessment. One hundred two questionnaires were returned (94.4% response rate). The most highly rated items were those related to student control in determining their overall grade (4.7 +/- 0.6; mean +/- SD), less pressure to perform well on every examination or assignment (4.5 +/- 0.9), and a less stressful learning environment (4.4 +/- 1.0). Eighty-eight percent of students found that completing the optional assignments helped reinforce material presented in class. Conclusions. Learner-centered methods were viewed favorably by students. The effects of learner-centered teaching on pharmacy education deserve further study.