Multisite Study Assessing the Effect of Cognitive Test Anxiety on Academic and Standardized Test Performance

Area of Science:

• Medical Education
• Psychology
• Pharmacy Practice

Background:

• Cognitive test anxiety (CTA) is a significant concern for students in demanding academic fields.
• Understanding CTA's prevalence and impact in pharmacy education is essential for student support.

Purpose of the Study:

• To assess the prevalence of CTA among Doctor of Pharmacy (PharmD) students across multiple US programs.
• To investigate the relationship between self-reported CTA and academic outcomes, including standardized test scores and GPA.

Main Methods:

• A validated survey, the Cognitive Test Anxiety Scale-2 (CTAS-2), was administered to advanced pharmacy practice experience (APPE) students.
• Data from 119 PharmD students were analyzed using statistical methods including ANOVA and multiple linear regression.

Main Results:

• 18.5% of students reported high CTA.
• High CTA was significantly associated with lower NAPLEX scores, cumulative GPA, and Pharmacy Curriculum Outcomes Assessment (PCOA) performance.
• Students with high CTA had an increased likelihood of course remediation.

Conclusions:

• A notable percentage of pharmacy students experience high CTA, which can adversely affect academic performance.
• Pharmacy educators should implement anxiety assessments to identify and support students at risk.
• Addressing CTA may improve overall student success in pharmacy programs and on licensure exams.