Eighth Edition Eighth Edition Contributors i Comprehensive Pharmacy Review for NAPLEX Practice Exams, Cases, and Test Prep 1. TEST 1 Patient Profi les and Questions 1 Answers and Explanations 41 2. TEST 2 Patient Profi les and Questions 59 Answers and Explanations 99 3. CASES 113 4. OTC AND RELATED QUESTIONS 170 5. PRACTICE CALCULATIONS 177 Appendix A: Common Prescription Drugs 201 Appendix B: Prescription Dispensing Information and Metrology 210 Appendix C: Reference Charts for Patient Counseling 215 Appendix D: National and State Boards of Pharmacy Contact Information 275 Appendix E: Budgeting for Drug Information Resources 281 Appendix F: Common Systems of Measurement and Intersystem Conversion 283 Appendix G: Glossary of Pharmaceutical Dosage Forms and Drug Delivery Systems 293 Contents iii h is practice exam book is a companion to Compr ehensive Pharmacy Review. Whereas Comprehensive Pharmacy Review presents most of the subjects in the pharmacy curriculum in outline form with review questions interspersed, this booklet off ers two examinations that are similar in format and coverage to t hose in the licensing examination required of all pharmacists. Both patient profi le –based and free -standing test items are included in the examinations. Th e questions are of two general types. In the fi rst type (Example 1), the correct response most acc urately completes a statement or answers a question. In the second type (Example 2), three statements are given. Th e correct answer may include one, two, or all three of these statements; these questions are to be answered according to the direction block that accompanies them. EXAMPLE 1 (MULTIPLE -CHOICE) Drugs that demonstrate nonlinear pharmacokinetics show which of the following properties? A. A constant ratio of drug metabolites is formed as the administered dose increases. B. Th e elimination half -life in creases as the administered dose is increased. C. Th e area under the curve (AUC) increases in direct proportion to an increase in the administered dose. D. Both low and high doses follow fi rst -order elimination kinetics. E. Th e steady -state drug concentration i ncreases in direct proportion to the dosing rate. EXAMPLE 2 (MULTIPLE TRUE –FALSE) Antimuscarinic agents are used in the treatment of Parkinson disease and in the control of some neuroleptic -
induced extrapyramidal disorders. Th ese agents include which of the following? I. ipratropium II. benztropine I II. trihexyphenidyl I only III only I and II II and III I, II, and III Allow a maximum of 4 hours for each examination. A nswers, with explanations, are given at the end of each test. Additional cases, questions, and cal culations exercises are included following the two practice tests. Also, several appendices are included at the back of the book for reference. Preface One of the least attractive aspects of pursuing an education is the necessity of being examined on the materia l that has been presented. Instructors do not like to prepare tests, and students do not like to take them. However, students are required to take many examinations during their learning careers, and little if any time is spent acquainting them with the po sitive aspects of tests and with systematic and successful methods for approaching them. Students perceive tests as punitive and sometimes feel as if they were merely opportunities for the instructor to discover what the student has forgotten or has never learned. Students need to view tests as opportunities to display their knowledge and to use them as tools for developing prescriptions for further study and learning. While preparing for any exam, class and board exams as well as practice exams, it is impo rtant that students learn as much as they can about the subject they will be tested and are prepared to discover just how much they may not know. Students should study to acquire knowledge, not just to prepare for tests. For the well -prepared student, the chances of passing far exceed the chances of failing. MATERIALS NEEDED FOR TEST PREPARATION In preparing for a test, most students collect far too much study material, only to fi nd that they simply do not have time to go through all of it. Th ey are defea ted before they begin because either they cannot get through all the material, leaving areas unstudied, or they race through the material so quickly that they cannot benefi t from the activity. It is generally more effi cient for the student to use materi als already at hand —that is, class notes, one good outline to cover and strengthen all areas and to quickly review the whole topic, and one good text as a reference for complex material that requires further explanation. Also, many students attempt to mem orize far too much information, rather than learning and u nderstanding less material and then relying on that learned information to determine the answers to questions at the time of the ATTITUDE AND APPROACH A positive attitude and a realistic approach are essential to successful test taking. If the student concentrates on the negative aspects of tests or on the potential for failure, anxiety increases and performance decreases. A negative attitude generally develops if the student concentrates on “I must pass” rather than on “I can pass.” “What if I fail?” becomes the major factor motivating the student to run from failure rather than toward success. Th is results from placing too much emphasis on scores. Th e score received is only one aspect of test p erformance. Test performance also indicates the student’s ability to use diff erential reasoning. In each question with fi ve alternatives, of which one is correct, there are four alternatives that are incorrect. If deductive reasoning is used, the choices can be viewed as having possibilities of being correct. Th e elimination of wrong choices increases the odds that a student will be able to recognize the correct choice. Even if the correct choice does not become evident, the probability of guessing Taking a Test examination. Relying too heavily on memorized material causes anxiety, and the more anxious students become dur- ing a test, the less learned knowledge they are likely to use.
induced extrapyramidal disorders. Th ese agents include which of the following? I. ipratropium II. benztropine I II. trihexyphenidyl I only III only I and II II and III I, II, and III Allow a maximum of 4 hours for each examination. A nswers, with explanations, are given at the end of each test. Additional cases, questions, and cal culations exercises are included following the two practice tests. Also, several appendices are included at the back of the book for reference. Preface One of the least attractive aspects of pursuing an education is the necessity of being examined on the materia l that has been presented. Instructors do not like to prepare tests, and students do not like to take them. However, students are required to take many examinations during their learning careers, and little if any time is spent acquainting them with the po sitive aspects of tests and with systematic and successful methods for approaching them. Students perceive tests as punitive and sometimes feel as if they were merely opportunities for the instructor to discover what the student has forgotten or has never learned. Students need to view tests as opportunities to display their knowledge and to use them as tools for developing prescriptions for further study and learning. While preparing for any exam, class and board exams as well as practice exams, it is impo rtant that students learn as much as they can about the subject they will be tested and are prepared to discover just how much they may not know. Students should study to acquire knowledge, not just to prepare for tests. For the well -prepared student, the chances of passing far exceed the chances of failing. MATERIALS NEEDED FOR TEST PREPARATION In preparing for a test, most students collect far too much study material, only to fi nd that they simply do not have time to go through all of it. Th ey are defea ted before they begin because either they cannot get through all the material, leaving areas unstudied, or they race through the material so quickly that they cannot benefi t from the activity. It is generally more effi cient for the student to use materi als already at hand —that is, class notes, one good outline to cover and strengthen all areas and to quickly review the whole topic, and one good text as a reference for complex material that requires further explanation. Also, many students attempt to mem orize far too much information, rather than learning and u nderstanding less material and then relying on that learned information to determine the answers to questions at the time of the ATTITUDE AND APPROACH A positive attitude and a realistic approach are essential to successful test taking. If the student concentrates on the negative aspects of tests or on the potential for failure, anxiety increases and performance decreases. A negative attitude generally develops if the student concentrates on “I must pass” rather than on “I can pass.” “What if I fail?” becomes the major factor motivating the student to run from failure rather than toward success. Th is results from placing too much emphasis on scores. Th e score received is only one aspect of test p erformance. Test performance also indicates the student’s ability to use diff erential reasoning. In each question with fi ve alternatives, of which one is correct, there are four alternatives that are incorrect. If deductive reasoning is used, the choices can be viewed as having possibilities of being correct. Th e elimination of wrong choices increases the odds that a student will be able to recognize the correct choice. Even if the correct choice does not become evident, the probability of guessing Taking a Test examination. Relying too heavily on memorized material causes anxiety, and the more anxious students become dur- ing a test, the less learned knowledge they are likely to use.
