How well does the curriculum prepare students for the NAPLEX? A survey of recent graduate opinions

Abstract

Specific Aims: To obtain recent graduate perceptions on curricular preparation for the NAPLEX. Recent graduates reported on areas of the curriculum that need improvement in order to better prepare students for NAPLEX testing. Methods: A questionnaire distributed to University of Arizona College of Pharmacy Classes of 2019, 2020, and 2021 collected data reflecting on how prepared alumni felt for the NAPLEX based on each domain of the curriculum and included questions about question types and specific topics. Additionally, questions asked about the amount of time dedicated to studying for the NAPLEX, the resources that helped prepare them for it, any pharmacy related work outside of curricular requirements, the effort put into the NAPLEX and an optional free-response question assessing special situations that may have helped or hindered performance. Results: Questionnaires were completed by 55 alumni (15% response rate). In the primary findings of this study, the majority of alumni respondents spent more than 7 weeks in preparation for the NAPLEX. Most respondents used NAPLEX study books and had jobs during school related to pharmacy outside of the curriculum. Alumni respondents tended to feel most prepared for pharmacology and pharmacotherapeutic sections of the exam and least prepared for pharmaceutical calculations. Conclusion: Statistical significance was not found among most of the data although the study findings did show that students would benefit from using NAPLEX study books, preparing for the NAPLEX 7 or more weeks in advance, putting more study emphasis on calculations, and having a pharmacy related job.