Shultz Benjamin, Mucksavage Jeffrey, Goliak Kristen, Phillips Jen, Thambi Mathew
University of Illinois Chicago Retzky College of Pharmacy, 833 S. Wood St., MC 874, 161 PHARM, Chicago, IL 60612, United States.
Curr Pharm Teach Learn. 2025 Feb;17(2):102228. doi: 10.1016/j.cptl.2024.102228. Epub 2024 Nov 9.
The North American Pharmacist Licensure Examination (NAPLEX) is a critical assessment for pharmacy graduates. Declining first-time pass rates have led to increased focus on preparation strategies. This study evaluates a year-long NAPLEX preparation curriculum integrated into the fourth-year PharmD program, focusing on student perceptions, engagement, and performance.
A longitudinal, structured NAPLEX preparation curriculum was implemented for 151 fourth-year pharmacy students. The curriculum included mandatory assessments aligned with the NAPLEX blueprint and a self-directed study component using the UWorld Pharmacy RxPrep platform. Student engagement was quantified using a Usage Index derived from platform activity logs. A post-curriculum survey assessed students' perceptions of the program, which was analyzed using Principal Components Analysis (PCA).
Variability in student engagement was observed, with the Usage Index showing a moderate correlation with performance on NAPLEX-style assessments. PCA identified four key components influencing students' NAPLEX preparation: Perceived Usefulness, Curriculum Effectiveness, Temporal Utilization, and Strategic Preparedness. Temporal Utilization was the only component strongly correlated with assessment outcomes, highlighting the importance of consistent resource use.
Regular engagement with preparation resources was linked to better performance, though student perceptions of usefulness did not always align with exam performance. This highlights the complexity of preparing for high-stakes exams, where subjective evaluations of resources may not fully capture their effectiveness.
This study underscores the need for consistent engagement with preparation resources and highlights potential areas for improvement in NAPLEX preparation strategies. Future research should focus on strategies to improve student engagement and enhance self-assessment skills to better align perceptions with performance.
北美药剂师执照考试（NAPLEX）是对药学专业毕业生的一项关键评估。首次通过率的下降导致人们越来越关注备考策略。本研究评估了纳入药学博士四年级课程的为期一年的NAPLEX备考课程，重点关注学生的看法、参与度和表现。
为151名药学专业四年级学生实施了一个纵向、结构化的NAPLEX备考课程。该课程包括与NAPLEX蓝图一致的强制性评估以及使用UWorld Pharmacy RxPrep平台的自主学习部分。学生参与度通过从平台活动日志中得出的使用指数进行量化。课程结束后的一项调查评估了学生对该课程的看法，并使用主成分分析（PCA）进行分析。
观察到学生参与度存在差异，使用指数与NAPLEX式评估的表现呈现中等相关性。主成分分析确定了影响学生NAPLEX备考的四个关键因素：感知有用性、课程有效性、时间利用和策略准备。时间利用是与评估结果唯一密切相关的因素，突出了持续使用资源的重要性。
经常使用备考资源与更好的表现相关，尽管学生对有用性的看法并不总是与考试成绩一致。这凸显了备考高风险考试的复杂性，即对资源的主观评估可能无法完全体现其有效性。
本研究强调了持续使用备考资源的必要性，并突出了NAPLEX备考策略中潜在的改进领域。未来的研究应侧重于提高学生参与度和增强自我评估技能的策略，以使看法与表现更好地匹配。
