Live and learn: Student pharmacists' perceptions of a pharmacy resident led NAPLEX® prep bootcamp

Abstract

Background Amid declining NAPLEX® pass rates, a resident-led, low-resource preparatory bootcamp was implemented to support fourth-year pharmacy students through flexible, student-centered sessions. Impact Students were asked to complete a pre-survey ( n = 26) and post-survey ( n = 9). Student confidence in study skills, learning preferences, study schedules, and accountability remained unchanged or decreased following the bootcamp, with low confidence reported in students' ability to pass the NAPLEX® at both time points. Limited participation hindered outcome interpretation. Recommendations Recommendations for future efforts include enhancing program features, considering the impact of concurrent NAPLEX®-related programming, and pairing survey data. Discussion Despite unknown impacts on student confidence and preparedness, incorporating residents from a teaching and learning curriculum may serve as a feasible resource for implementing NAPLEX® preparation initiatives.