Assessment of Impostor Phenomenon in Student Pharmacists and Faculty at Two Doctor of Pharmacy Programs

Impostor phenomenon: Prevalence among 1st year medical students and strategies for mitigation

Impostor phenomenon (IP) is described as a pattern typified by doubting one's accomplishments and a persistent fear of being exposed as a fraud. These feelings of self-doubt are pervasive along the medical education continuum, beginning with medical students where IP has been associated with emotional stress, physical exhaustion, depression, and anxiety. We, therefore, conducted an interactive workshop with first-year medical students to educate them about the manifesting patterns and risk factors of IP and strategies to mitigate these feelings. The 60-min workshop began with participants voluntarily completing the Young Imposter Scale (YIS) followed by an interactive presentation that reviewed the literature related to IP and its prevalence in medicine. Participants were then assigned to small groups where they discussed three cases of IP in academia and the medical profession. Medical school faculty acted as facilitators and utilized pre-designed prompt questions to stimulate discussion. Students re-convened for a large group report out, where each group shared main discussion points. The session ended with facilitators discussing IP mitigation strategies that can be implemented at the individual, peer, and institutional levels. Participants were also invited to complete a post-workshop evaluation. Fifty first-year medical students participated in the session. A total of 49 (96 %) completed the YIS and post-workshop evaluation. Nineteen (40 %) participants obtained scores on the YIS to indicate a positive finding of IP. The percentage of female medical students meeting the threshold for IP was significantly higher (84 %, n = 41 vs 16 %, n = 7) than male medical students. The workshop was effective at identifying IP and associated risk factors and providing mitigation strategies, with 95.8 % of participants agreeing or strongly agreeing. In qualitative feedback, participants reported that the workshop was "very interactive", "provided strategies to manage impostor syndrome" and "helped me become more vulnerable with my peers." This workshop provided a novel interactive and effective method to increase medical students' awareness about IP which can be employed as a strategy to enhance student's wellness.

Navigating power dynamics between pharmacy preceptors and learners

Pharmacy preceptors are crucial in pharmacy experiential education. They help develop learners during didactic learning, experiential learning, and post-graduate training. Preceptors hold a position of authority over learners as they are responsible for providing feedback and ultimately completing evaluations that determine whether the student passes or does not pass the rotation. Preceptor status, behavior, and communication style may cause students to feel intimidated. Preceptors should be aware of this power differential and keep generational, gender, cultural, and other factors in mind when providing feedback. Preceptors should also receive training and be open to constructive feedback from learners to ensure the experience meets the needs of the learner and allow for adjustments on the experiential rotation. Students should be empowered to provide open and honest feedback to preceptors in a psychologically safe environment without fear of repercussions.

Evaluation of Academic and Nonacademic Factors of First-Generation Students Transitioning to a Pharmacy Program

OBJECTIVE

To evaluate the academic transition of first-generation (FG) students to a Doctor of Pharmacy program and the impact of early intervention/outreach.

METHODS

The retrospective study evaluated the first semester performance in three classes of student pharmacists (beginning fall 2020, 2021, 2022) at a public university in the mid-South. Student demographics (age, sex, race, relationship status), nonacademic factors (Grit, impostor syndrome, testing anxiety, perceived stress), and academic factors (grade point average, academic probation, early intervention) were assessed. In fall 2022, a required academic meeting was added to the early intervention process after exam one for high-risk students. The data between FG and non-FG students were compared; Mann-Whitney tests for continuous variables and Chi-square tests with risk estimates for categorical variables.

RESULTS

There were 152 FG and 274 non-FG students identified over the three classes. A total of 88 (57.9%) FG students represented racial minority groups. More FG students and non-White students were identified for early intervention. First-generation students were more likely to receive two or more grades less than C- and less likely to progress to the spring. No significance was noted with generational status and undergraduate grade point average, academic performance, or nonacademic factors. The required meeting after exam one in fall 2022 resulted in less disparity between FG and non-FG students identified for early intervention for exam two.

CONCLUSION

First-generation and non-White students were more likely to struggle when transitioning to the Doctor of Pharmacy curriculum. A proactive, individualized approach incorporated into early intervention procedures is needed to promote academic success and belonging.

Impostor Phenomenon and Grit as Predictors of Job Satisfaction in Female Pharmacy Faculty

INTRODUCTION

Impostor phenomenon (IP), grit, and other factors impact job satisfaction for faculty, particularly female faculty.

METHODS

The Impostor Phenomenon Research Collaborative (IPRC) evaluated IP, grit, and job satisfaction in pharmacy faculty. A cross-sectional study was conducted with a convenience sample of faculty using a survey, which included demographic questions and validated instruments: Clance Impostor Phenomenon (CIPS), Short GRIT Scale, and Overall Job Satisfaction Questionnaire. Differences between groups, relationships, and prediction were evaluated using independent t-tests, ANOVA, Pearson correlation, and regression analyses.

RESULTS

A total of 436 participants completed the survey; 380 self-identified as pharmacy faculty. Two hundred and one (54%) reported intense or frequent feelings of IP. The mean CIPS score was above 60, indicating a risk of negative outcomes related to IP. There were no differences in the prevalence of IP or job satisfaction levels when female and male faculty were compared. Female faculty had higher GRIT-S scores. Faculty reporting more IP had lower grit and lower job satisfaction. Job satisfaction in faculty was predicted by IP and grit; however, grit did not provide a unique prediction when combined with IP for male faculty.

CONCLUSION

IP was not more prevalent in female faculty. Female faculty were grittier than male faculty. Higher grit was associated with less IP and higher job satisfaction. IP and grit predicted job satisfaction for female and male pharmacy faculty. Our findings suggest that improving grit may help mitigate IP and impact job satisfaction. Further research on evidence-based IP interventions is needed.

Exploring the Relationship Between Imposter Phenomenon and Myers-Briggs Personality Types in Pharmacy Education

OBJECTIVE

To investigate the relationship between imposter phenomenon (IP) and Myers-Briggs Type Indicator (MBTI) personality types in pharmacy students.

METHODS

This was a retrospective, observational study of doctor of pharmacy students who had previously completed MBTI and Clance Imposter Phenomenon Scale (CIPS) assessments. CIPS scores and categories were compared between the 4 MBTI personality type dichotomies using independent samples t tests and chi-square.

RESULTS

Mean CIPS score for included pharmacy students (N = 668) was 62.52 (SD 14.82). Clance Imposter Phenomenon Scale scores were significantly higher in students with MBTI of introversion (mean 64.14, SD 14.27), intuition (mean 63.80, SD 15.78), and perceiving (mean 64.38, SD 15.55) as compared to their dichotomous counterparts. No significant difference in mean CIPS scores was found within the thinking/feeling dichotomy. When analyzing IP risk associated with the various MBTI personality dichotomies, introverts were at a 1.8 times greater risk of high/severe IP than extroverts. Additionally, students with perceiving personality types were at a 1.4 times greater risk of high/severe IP than those with judging personality types.

CONCLUSION

Our study suggests that pharmacy students with introversion, intuitive, and perceptive personality types exhibit higher CIPS scores, and those with introversion or perceptive personality types are at risk for high/severe IP. Given the common MBTI types and a high degree of IP in pharmacy students, our findings underlie the need for open, targeted discussions about IP and proactively incorporating strategies and resources within a curriculum to support students in normalizing and easing anxiety.

A Multicenter Study Assessing Burnout and Work Engagement in Student Pharmacists and Faculty Members

OBJECTIVE

The objective of this study was to characterize work engagement and burnout as well as potential demographic factors associated with each student and faculty member at 2 pharmacy programs in the US.

METHODS

A survey including the Utrecht Work Engagement Scale-9 (UWES-9) and a single-item burnout measure was conducted from April to May 2020. Demographic data including age range, gender, and other characteristics were also collected. Mean UWES-9 scores, scoring category results, and the proportion of the cohorts reporting symptoms of burnout were reported. Point biserial correlation was used to compare the relationship between UWES-9 mean scores and burnout rates. Regression analyses were also performed to assess variables predictive of work engagement and burnout.

RESULTS

Students (N = 174) reported a mean UWES-9 score of 3.0 (SD = 1.1), while faculty members (N = 35) reported a mean of 4.5 (SD = 0.7). Over half (58.6%) of the students and 40% of faculty members reported symptoms of burnout. Faculty members demonstrated a strong significant negative correlation between work engagement and burnout (r = -0.35), while students did not (r = 0.04). Regression analyses found no significant demographic factors predictive of UWES-9 scores in students or faculty, while first year students were less likely to report burnout symptoms, and no significant factors for burnout were found in faculty.

CONCLUSION

Our study found that work engagement scores and burnout symptoms were inversely correlated in pharmacy faculty members surveyed but lacked correlation in students. Larger, more robust studies should be conducted to further elucidate the relationship between work engagement and burnout.

Student Pharmacist Engagement in Infographic Creation to Increase Awareness of Impostor Phenomenon

OBJECTIVE

To assess first professional year (P1) students learning about impostor phenomenon (IP) through participation in learning activities featuring the creation of an educational IP infographic.

METHODS

A total of 167 P1 students were invited to complete a validated survey to determine baseline IP tendencies and attended a near-peer-delivered course lecture on IP. Student groups of 4 created an infographic containing IP lecture information and survey results, aimed at increasing IP awareness in a target audience. Mixed methods were integrated to assess learning outcomes. Qualitatively, infographics were evaluated by rubric for completeness, accuracy, and visual literacy, and student reflections were thematically evaluated on the impact of IP activities; quantitatively, 19 student learning objectives were anonymously self-assessed by Likert Scale survey. Students viewed all 42 created infographics, applied criteria, and voted for the 3 best.

RESULTS

Survey results indicated 58% of P1 students exhibited IP tendencies above the scale's defined threshold for significant impostorism. Student groups demonstrated IP learning through developing creative, accurate, and concise infographics, with a mean score of 85% (4.27/5). Assessment survey respondents agreed they can confidently describe IP (92%) and design an infographic for a target audience using acquired knowledge (99%). Through critical reflections on the impact of IP exercises, students expressed improvement in self-awareness and communication skills; described the benefits of engagement in random peer groups; and voiced appreciation for a novel method of learning material (infographic creation).

CONCLUSION

Students demonstrated learning about IP by incorporating lecture and survey results into engaging infographics and expressed benefits from learning about this important topic that is prevalent in P1 students.

Impostor Phenomenon in Pharmacy Students as It Relates to Professional Identity Formation

This commentary describes the relationship between impostor phenomenon and professional identity formation and draws attention to validation theory in supporting student development. Student-level challenges are highlighted, and roles faculty members could play in actively encouraging professional identity formation and helping overcome impostor feelings are discussed.

Impostor Phenomenon in Undergraduate and Doctor of Pharmacy Students at a Small Private University

Objective. The purpose of the study was to observe the prevalence of impostor phenomenon among students attending Ohio Northern University and to assess secondary factors that impact the severity of this phenomenon.Methods. Using the validated Clance Impostor Phenomenon Scale, the incidence of impostor phenomenon was assessed at Ohio Northern University. We hypothesized that students enrolled in the Ohio Northern University College of Pharmacy would demonstrate more intense levels of impostor phenomenon than students enrolled in other majors within the university.Results. Of the approximately 3100 students at the university, 391 students (12.6%) completed the survey and qualified for the study. Students for this study were recruited via email. This method was used for two reasons; it was the best way to reach the entirety of the student body, and, at the time of the study, students were transitioning from campus to home due to the COVID-19 pandemic. Out of a total possible score of 100, all colleges scored an average impostor phenomenon score between 68 and 75. These scores were interpreted as "frequently experiences impostor feelings." No significant differences in scores were found by college, gender, ethnicity/race, year in school, or specific major.Conclusion. Impostor phenomenon is common at Ohio Northern University and does not discriminate by college, age, gender, race/ethnicity, year in school, or academic major. There is a need for external intervention to educate students on the impact of impostor phenomenon and to reduce this impact. Interventions should be targeted to all students enrolled at the university regardless of educational program or other demographics.

Fixed mindset and imposter phenomenon: Determining the correlation and prevalence among pharmacy students

INTRODUCTION

To determine the prevalence of fixed vs. growth mindsets and imposter phenomenon (IP) scores among pharmacy students at one institution, identify variables that explained variance in fixed mindsets and IP, and determine if a correlation exists.

METHODS

A survey was developed and administered to first- to fourth-year students at the University of Kentucky College of Pharmacy. The survey included demographic questions, the Clance Imposter Phenomenon Scale (CIPS), and the Implicit Theories of Intelligence Scale (ITIS). Descriptive and inferential statistical analyses were conducted to determine the prevalence of IP and fixed vs. growth mindsets, identify variables that explained variance in CIPS and ITIS scores, and investigate if a correlation exists.

RESULTS

Pharmacy students reported a high rate of IP experiences; mean (SD) CIPS score of 67.2 (14). Thirty percent of students reported at least moderate IP experiences and 68.2% reported frequent or intense IP experiences. The majority of students (59.6%) reported a growth mindset. Gender was the only tested variable that explained variance in CIPS or ITIS scores, as male gender respondents had lower CIPS score as compared to those reporting female gender (63.27 vs 68.87, p=.006). A correlation was found between lower ITIS and higher CIPS scores (r = -0.221, P < .001).

CONCLUSIONS

Pharmacy students surveyed exhibited a high rate of IP and growth mindsets. Understanding that fixed mindsets and high rates of IP are correlated can help educators make informed decisions regarding targeted interventions, with the goal to improve overall student wellbeing.

Overcoming Past Perceptions and a Profession-Wide Identity Crisis to Reflect Pharmacy's Future

The profession of pharmacy has come to encompass myriad identities, including apothecary, dispenser, merchandiser, expert advisor, and health care provider. While these identities have changed over time, the responsibilities and scope of practice have not evolved to keep up with the goals of the profession and the level of education of practicing pharmacists in the United States. By assuming that the roles of the aforementioned identities involve both product-centric and patient-centric responsibilities, our true professional identity is unclear, which can be linked to the prevalence of the impostor phenomenon within the profession. For pharmacy to truly move forward, a unified definition for the profession is needed by either letting go of past identities or separating these identities from each other by altering standards within professional degree programs and practice models. Without substantial changes to the way we approach this challenge as a profession, the problems described will only persist and deepen.