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A Description of Licensure Exam Preparation Strategies Among US Pharmacy Programs
Abstract   Peer reviewed

A Description of Licensure Exam Preparation Strategies Among US Pharmacy Programs

Diana M. Sobieraj, Lisa Lebovitz, Aleda M. Chen, Jean T. Carter, Michael P. Kelsch and Mary E. Ray
American journal of pharmaceutical education, Vol.87(8), 100268
08/2023
DOI: 10.1016/j.ajpe.2023.100268
url
https://doi.org/10.1016/j.ajpe.2023.100268View
Published (Version of record) Open Access

Abstract

Objective To describe the different strategies used to supplement North American Preparation Licensure Examination (NAPLEX) and Multistate Pharmacy Jurisprudence Examination (MPJE) preparation in US pharmacy programs. Methods An online survey was developed, pretested, and administered through Qualtrics to gather information from 141 accredited pharmacy programs about preparation methods used during the 2021-22 academic year. The questionnaire contained 19 NAPLEX- and 10 MPJE-specific questions related to the timing, content, use of commercial products, faculty involvement, and whether these activities were required. Characteristics of pharmacy programs were compared using a Chi-squared or t-test, as appropriate, based on presence or absence of preparation programs; preparation programs were descriptively reported. Results Of the 100 respondents (71% response rate), most schools (87%) provided NAPLEX preparation programs beginning in the advanced pharmacy practice experiential year, required participation, and focused on reviewing curricular content instead of assessing students’ examination readiness. Similar elements were reported by 61 schools that provided an MPJE preparation program. Vendor-generated question banks (55%), review material (44%), and completion of live, proctored, NAPLEX-like examinations (42%) were most often required for NAPLEX preparation whereas faculty-generated live, synchronous review (47%) and question banks (20%) were most common for MPJE preparation. Characteristics of pharmacy programs did not differ significantly based on offering a preparation program. Conclusions Pharmacy programs continue to seek better approaches for preparing students for licensure and are dedicating time and resources to ensuring that students pass the required examinations. Many require student participation in vendor-based preparation programs for NAPLEX, and homegrown programs for MPJE preparation. A next step will be to determine the effectiveness of the various approaches used by the pharmacy programs on first-time licensure examination attempts.

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