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Evaluating student perceptions of a learner-centered drug literature evaluation course
Spencer E Harpe1, Lisa B Phipps
1School of Pharmacy, Virginia Commonwealth University, Richmond, VA 23298, USA. seharpe@vcu.edu
American Journal of Pharmaceutical Education
|March 28, 2009
Summary
Pharmacy students favored learner-centered teaching methods in a drug literature evaluation course. These approaches, including optional assignments and flexible grading, created a less stressful and more engaging learning environment.
Area of Science:
- Pharmacy Education
- Pedagogy
- Higher Education
Background:
- Traditional didactic teaching methods may not fully engage pharmacy students.
- Implementing learner-centered approaches can enhance student motivation and learning outcomes.
- Drug literature evaluation is a critical skill for pharmacists, requiring effective pedagogical strategies.
Purpose of the Study:
- To assess pharmacy students' perceptions of a drug literature evaluation course.
- To evaluate the effectiveness of learner-centered teaching principles in this course.
- To understand student preferences for pedagogical approaches in pharmaceutical education.
Main Methods:
- A drug literature evaluation course was redesigned using learner-centered principles.
- Key changes included optional assignments, self-reflection, and a point-based grading system.
- Student perceptions were assessed using a questionnaire with a high response rate (94.4%).
Main Results:
- Students highly rated elements providing control over their grade (4.7/5) and reduced exam pressure (4.5/5).
- A less stressful learning environment was also positively perceived (4.4/5).
- Optional assignments were found to reinforce learning for 88% of students.
Conclusions:
- Pharmacy students responded favorably to learner-centered teaching methods.
- These pedagogical strategies appear to enhance the learning experience in drug literature evaluation.
- Further research into learner-centered teaching's impact on pharmacy education is warranted.
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