From preparation to success: assessing the effectiveness of Saudi Pharmacists Licensure Examination (SPLE) preparation strategies in Saudi Arabia.

Abstract

Aim: This study aimed to identify the most commonly used tools by recent pharmacy graduates who successfully passed the Saudi Pharmacists Licensure Examination (SPLE). It also sought to evaluate which tools were perceived as the most useful and representative of the exam content, while considering their monetary value and offering recommendations for future candidates.

Methods: A cross-sectional design was used, involving licensed pharmacists who graduated in 2019 or later and had successfully passed the SPLE. Data were collected using a questionnaire adapted from a previous study, which examined the most frequently utilized tools for SPLE preparation.

Results: The most frequently used preparation tools included SPLE question banks created by pharmacists who had previously passed the exam, which were shared predominantly through Telegram channels and utilized by 89.1% of respondents. Creator-led SPLE preparation tools with social media engagement were used by 89.6% of participants, while 40.1% relied on books. Less commonly used tools included YouTube channels (27.8%) and website-based SPLE preparation resources available via CME platforms (4.12%). The tools rated as most useful were creator-led SPLE preparation tools with social media engagement (average score: 4.22/5) and question banks (average score: 4.2/5). These tools were also deemed the most representative of the SPLE content, scoring an average of 3.9/5 and 4.09/5, respectively. This research highlights the critical role of specialized preparation strategies in equipping pharmacy graduates for success in the Saudi Pharmacists Licensure Examination (SPLE). Among the tools evaluated, question banks and creator-led preparation courses, particularly those leveraging social media platforms, emerged as the most valued resources. These tools were not only widely utilized but also praised for their alignment with the actual exam content and the mentorship opportunities they provide, fostering confidence and readiness among candidates. The findings also point to a noticeable decline in the popularity of college-led courses and other traditional platforms. This trend suggests a growing preference for flexible, self-directed learning approaches that are tailored to meet the specific demands of the SPLE. Such approaches allow candidates to adapt their study schedules and focus on high-yield content, aligning with their individual preparation needs. In conclusion, the results underscore the importance of accessible, practical, and exam-focused preparation resources in improving SPLE outcomes. Future efforts should consider integrating the strengths of these tools into institutional support systems, potentially bridging the gap between formal education and licensure readiness. Further studies are recommended to explore the cost-effectiveness and long-term impact of these tools on professional development and practice readiness among pharmacy graduates.