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Self-Regulated Learning Behavior Clusters Associated With NAPLEX Readiness Exam Performance During Advanced Pharmacy
Helen C Pervanas1, S Mimi Mukherjee1, Matthew Silva1
1Massachusetts College of Pharmacy and Health Sciences, Worcester/Manchester, MA/NH, USA.
Objective:
Declining North American Pharmacist Licensure Examination (NAPLEX) pass rates have raised concerns, prompting pharmacy programs to administer readiness exams that guide students' self-preparation. The objective of this research is to examine the association between self-regulated learning behavior clusters and performance on a NAPLEX readiness examination during Advanced Pharmacy Practice Experiences (APPEs).
Methods:
This retrospective observational cohort study surveyed final-year PharmD students enrolled in a required NAPLEX readiness course during APPEs (August 2022-May 2024). Students completed an anonymous survey assessing demographics, external factors, and self-regulated learning behaviors using a modified Self-Regulation Strategy Inventory-Self-Report. NAPLEX readiness and NAPLEX readiness remediation examination performance were collected. Individual study behaviors and conceptually grouped behavioral clusters were evaluated for associations with readiness exam performance using correlation analyses and exploratory regression models.
Results:
Forty-eight of 105 eligible students completed the survey. A higher pre-APPE grade point average was moderately correlated with readiness exam performance. External factors, including work hours, commuting time, caregiving responsibilities, and total reported study time, were not associated with exam success. Several individual self-regulated learning behaviors were associated with higher readiness exam scores, including environmental control, planning, persistence, help-seeking, and avoidance of last-minute studying. When evaluated as integrated clusters, such as planning, organization, environmental control, persistence, help-seeking, and avoidance of last-minute studying, they demonstrated substantially stronger associations than individual behaviors alone.
Conclusion:
Clusters of self-regulated learning behaviors show stronger associations with NAPLEX readiness exam performance than isolated study strategies. These findings suggest that academic coaching should emphasize bundled self-regulation strategies rather than isolated techniques to support licensure readiness.
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