Objective. To examine the relationship between the NAPLEX and Pre-NAPLEX among pharmacy graduates, as well as determine effects of pre-pharmacy, pharmacy school, and demographic variables on NAPLEX performance. Methods. A retrospective review of pharmacy graduates’ NAPLEX scores, Pre-NAPLEX scores, demographics, pre-pharmacy academic performance factors, and pharmacy school academic performance factors was performed. Bivariate (eg, ANOVA, independent samples t-test) and correlational analyses were conducted, as was stepwise linear regression to examine the significance of Pre-NAPLEX score and other factors as related to NAPLEX score. Results. One hundred fifty graduates were included, with the majority being female (60.7%) and white (72%). Mean NAPLEX score was 104.7. Mean Pre-NAPLEX score was 68.6. White students had significantly higher NAPLEX scores compared to Black/African American students. NAPLEX score was correlated to Pre-NAPLEX score, race/ethnicity, PCAT composite and section scores, undergraduate overall and science GPAs, pharmacy GPA, and on-time graduation. The regression model included pharmacy GPA and Pre-NAPLEX score. Conclusion. The findings provide evidence that, although pharmacy GPA is the most critical determinant, the Pre-NAPLEX score is also a significant predictor of NAPLEX score.

Objective. To examine the relationship between the NAPLEX and Pre-NAPLEX among pharmacy graduates, as well as determine effects of pre-pharmacy, pharmacy school, and demographic variables on NAPLEX performance. Methods. A retrospective review of pharmacy graduates' NAPLEX scores, Pre-NAPLEX scores, demographics, pre-pharmacy academic performance factors, and pharmacy school academic performance factors was performed. Bivariate (eg, ANOVA, independent samples t-test) and correlational analyses were conducted, as was stepwise linear regression to examine the significance of Pre-NAPLEX score and other factors as related to NAPLEX score. Results. One hundred fifty graduates were included, with the majority being female (60.7%) and white (72%). Mean NAPLEX score was 104.7. Mean Pre-NAPLEX score was 68.6. White students had significantly higher NAPLEX scores compared to Black/African American students. NAPLEX score was correlated to Pre-NAPLEX score, race/ethnicity, PCAT composite and section scores, undergraduate overall and science GPAs, pharmacy GPA, and on-time graduation. The regression model included pharmacy GPA and Pre-NAPLEX score. Conclusion. The findings provide evidence that, although pharmacy GPA is the most critical determinant, the Pre-NAPLEX score is also a significant predictor of NAPLEX score.

Objective. To determine if the new 2016 version of the North American Pharmacy Licensure Examination (NAPLEX) affected scores when controlling for student performance on other measures using data from one institution. Methods. There were 201 records from the classes of 2014-2016. Doubly robust estimation using weighted propensity scores was used to compare NAPLEX scaled scores and pass rates while considering student performance on other measures. Of the potential controllers of student performance: Pharmacy Curricular Outcomes Assessment (PCOA), scaled composite scores from the Pharmacy College Admission Test (PCAT), and P3 Grade Point Average (GPA). Only PCOA and P3 GPA were found to be appropriate for propensity scoring. Results. The weighted NAPLEX scaled scores did not significantly drop from the old (2014-2015) to the new (2016) version of NAPLEX. The change in pass rates between the new and old versions of NAPLEX were also non-significant. Conclusion. Using data from one institution, the new version itself of the NAPLEX did not have a significant effect on NAPLEX scores or first-time pass rates when controlling for student performance on other measures. Colleges are encouraged to repeat this analysis with pooled data and larger sample sizes.

Class of 2017 Abstract / Objectives: To determine if the use of RxSkills effectively improves student scores on the North American Pharmacist Licensure Examination (NAPLEX)-based questions among third and fourth-year pharmacy students at the University of Arizona (UA) College of Pharmacy. Methods: This is a pre-post interventional study using a survey of volunteer students from the classes of 2016 and 2017 at the UA College of Pharmacy. An email calling for volunteers was sent using the listserv to students providing information regarding the study. Once the pre-test was completed, instructions for downloading the mobile application were sent to the students. After six weeks of RxSkills use, a link to the post-test was sent to the students for completion. Student scores on the NAPLEX-based questions, use of the application (frequency and duration) and helpfulness, and demographic data were collected. Results: The number of participants in the study from each class was similar with 15 students from the Class of 2016 (52%) and 14 from the Class of 2017 (48%). There was no correlation between how often RxSkills was used and improvement in scores. Overall, student score on the NAPLEX-based questions were significantly improved post-RxSkills use (mean 10.48, SD 2.49) compared to pre-RxSkills use (mean 9.68, SD 2.24) with a p-value of 0.03. Conclusions: The use of RxSkills resulted in an improvement in student scores on the NAPLEX-based questions, indicating its usefulness in studying for the NAPLEX. Students would benefit from using the application when studying for this exam.