Impact of elimination of learner-centered assignments on students’ performance in and evaluation of a drug information and literature evaluation course

ObjectivesIn Fall 2012, select assignments, designed to enhance learning, were eliminated in a “Drug Information and Literature Evaluation” course. The purpose of this study was to determine the effect of eliminated out-of-class assignments on academic performance and course evaluations.MethodsThird-year students enrolled during 2011–2012 were included. Student demographics, course evaluations, and grades were compared.ResultsA total of 273 dual campus students enrolled in 2011 and 2012 were included. There were no differences between classes based on demographics or grade point average. The 2012 students (with decreased assignments) had lower final exam scores (p = 0.0171) and course grades (p < 0.0001) than the 2011 students. For Memphis, course evaluations were lower in 2012 (p < 0.0001), including lower ratings for achievement of course objectives (p < 0.0001) and course elements (p = 0.0041). There were no differences in academic performance by campus or course evaluations for Knoxville.ConclusionDecreasing out-of-class assignments, which allow students to practice learning independently, may have a negative impact on students’ academic performance and overall course satisfaction.