Every EPPP prep company promises their practice exams will get you licensed. Before you spend hundreds of dollars on a question bank, it is worth asking a simple question: does the peer-reviewed science actually support practice testing, and does it support it for the EPPP specifically?

The short version: the science behind practice testing is strong and consistent. The science behind practice testing for the EPPP specifically does not exist yet. Both of those things are true at the same time, and an honest answer has to hold them together.

The strongest finding in learning science is not what you would expect

Most people prepping for a big exam default to re-reading. Read the outline, highlight the notes, read it again. It feels productive. It is one of the weakest things you can do.

The most replicated finding in the science of learning is the opposite move: testing yourself. Pulling information out of memory, instead of pushing it back in, is what builds durable recall. Researchers call it the testing effect, or test-enhanced learning.

A meta-analysis of 222 studies covering 48,478 students found that quizzing yourself produces a medium effect on learning (g = 0.499) compared to restudying the same material (Yang et al., 2021). That is roughly half a standard deviation of improvement, purely from changing how you study, not how much.

For licensure exams, volume of practice beats brand

This matters even more for high-stakes professional exams. A scoping review of U.S. national licensure exams for medical students found that the strongest preparation-related predictors of passing were the number of practice questions completed and practice exam scores, and that no single commercial resource provided a consistent advantage (Jeyaraju et al., 2023).

In other words: no brand had a real edge. Reps did. The same pattern shows up across health-professions education, where test-enhanced learning improved retention and transfer of knowledge more reliably than studying alone (Green et al., 2018; McConnell et al., 2015).

Why does it work? Retrieving an answer is a "desirable difficulty": the effort of pulling it from memory is exactly what strengthens the memory and sharpens your sense of what you do and do not know (Binks, 2026). Every practice question you get wrong is a gap you now know about, instead of a blind spot you walk into on exam day. If you have ever scored 90% on practice and still felt unprepared, that calibration is what was missing. (More on that in our guide to free EPPP practice questions.)

The honest limit nobody mentions

Here is the part that belongs in every EPPP prep conversation and almost never appears: no study has ever measured practice exams against actual EPPP scores.

Every claim of the form "our practice tests will raise your EPPP score" is an extrapolation. The effect sizes above come from classroom learning (Yang et al., 2021) and from other health licensure exams (Green et al., 2018; Jeyaraju et al., 2023), not from the EPPP. Anyone who tells you their bank is proven to raise EPPP scores is selling, not citing. We think that gap is worth naming, not hiding.

What this means for your prep

The evidence does not point to a magic product. It points to a method:

• Do more practice questions than feels comfortable. Volume of retrieval is the closest thing to a proven lever (Jeyaraju et al., 2023).
• Space it out. Spread practice across weeks instead of cramming.
• Stop re-reading. Replace passive review with active recall (Yang et al., 2021). If you are highlighting notes, you are doing the weak version.
• Use your wrong answers. A missed question is a diagnostic, not a failure. Track what you miss and study that.

The format and the logo on the question bank matter far less than the reps. If you want a place to start, our free EPPP practice questions and study-timeline guide are built around exactly this method.

References

Binks, S. (2026). Why desirable difficulties 'work': A review of the evidence from cognitive and educational psychology and some caveats for the health professions education field. Journal of Evaluation in Clinical Practice, 32(1), e70349. https://doi.org/10.1111/jep.70349

Green, M. L., Moeller, J. J., & Spak, J. M. (2018). Test-enhanced learning in health professions education: A systematic review: BEME Guide No. 48. Medical Teacher, 40(4), 337-350. https://doi.org/10.1080/0142159X.2018.1430354

Jeyaraju, M., Linford, H., Bosco Mendes, T., Caufield-Noll, C., & Tackett, S. (2023). Factors leading to successful performance on U.S. national licensure exams for medical students: A scoping review. Academic Medicine, 98(1), 136-148. https://doi.org/10.1097/ACM.0000000000004877

McConnell, M. M., St-Onge, C., & Young, M. E. (2015). The benefits of testing for learning on later performance. Advances in Health Sciences Education, 20(2), 305-320. https://doi.org/10.1007/s10459-014-9529-1

Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. Psychological Bulletin, 147(4), 399-435. https://doi.org/10.1037/bul0000309