Evaluation and assessment of imposter phenomenon in third year pharmacy students in a personal and professional development course

Abstract

Background

Imposter phenomenon (IP) is common among pharmacy students and may negatively affect self-confidence, academic engagement, and professional identity formation. Although awareness of IP is increasing, few structured classroom-based interventions have been described within pharmacy curricula.

Educational activity

A one-time, 30-min session addressing IP was implemented in a third-year Personal and Professional Development course at a private, faith-based pharmacy school. Students completed the Clance Impostor Phenomenon Scale (CIPS) prior to the session. The session included lecture content, instructor storytelling, peer quotes, coping strategies, journaling, discussion, and spiritual encouragement. A voluntary post-session survey evaluated student perceptions.

Evaluation findings

Thirty-six students (90 % response rate) completed the post-session survey. Most (84 %) scored in the moderate to intense IP range on the CIPS. After the session, 94 % reported increased awareness, 97 % could recognize symptoms, and 86 % identified practical coping strategies. However, only 64 % felt more confident managing IP. Higher CIPS scores were associated with lower perceived confidence, support, and strategy usefulness. Open-ended responses highlighted emotional insight, the value of storytelling, and a desire for additional support.

Analysis of educational activity

The session promoted reflection and increased perceived awareness and coping strategies, consistent with Level 1 (reaction) and Level 2 (perceived learning) of the Kirkpatrick evaluation model. However, students with higher IP scores reported less perceived benefit, suggesting a need for longitudinal and individualized approaches. This low-resource session can be adapted across pharmacy programs to support student wellness and identity formation.