Abstract
To evaluate the impact of 3 sequential course revisions on student performance in and perceived value of a social science-based course. The initial revision emphasized study of the primary literature and traditional assessments of student learning. Subsequent course revisions emphasized active learning and reflective assessment methodologies. The syllabi, grade distributions, and course evaluations were collected at baseline and after each revision and compared. Student performance in and their perceived value of the course declined after the initial course revision, but significantly improved after subsequent revisions with performance measures returning to baseline. Positioning social science-based courses as a bridge to practice while using active-learning techniques to deliver content had a positive impact on students' perceived value of this Social and Behavioral Pharmacy course without compromising performance measures.
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