Imposter syndrome: An opportunity to positively influence mentees.

INTRODUCTION: Imposter syndrome has been identified in various disciplines and somewhat quantified utilizing a standardized scale. This feeling of being an intellectual fraud can be present in high-achieving individuals and can cause personal hardship. Knowing that student pharmacists undergo growth of their professional identity throughout pharmacy school, this rapid change in self-perception presents circumstances that can induce imposter syndrome. PERSPECTIVE: Through mentorship, faculty and preceptors are well positioned to have a positive impact on their mentees' imposter syndrome. Being able to recognize imposter syndrome and to take steps to provide resources supports mentees professional growth and security. Mentorship, open environments, constructive feedback, and simple awareness of imposter syndrome are tools for faculty to help learners struggling with imposter syndrome. IMPLICATION: Mentors may be able to foster more positive behaviors and perception of self in student pharmacists and other pharmacy learners through awareness of imposter syndrome.

Pharmacy student stress with transition to online education during the COVID-19 pandemic.

INTRODUCTION: Pharmacy student-perceived stress may impact academic experiences. This research aimed to investigate whether there was an increase in student-perceived stress due to the COVID-19 pandemic. METHODS: Current pharmacy students were surveyed in May 2020 at a public pharmacy school that utilizes an active learning design and follows a flipped classroom approach. In addition to measuring perceived stress, the survey measured coping behaviors, self-efficacy, and emotional status. The collected data were compared with archived data that were collected for internal use in 2018. Student's t-test analyses were used to compare 2020 with 2018 data. RESULTS: A total of 66 students completed the 2020 survey (response rate 26.2%) and 192 students completed the 2018 survey (response rate 63.2%). On a scale from 0 (never or not applicable) to 5 (multiple times each day), average student-perceived stress was 1.75 (SD = 0.93) in 2020. This value of perceived stress presented a slight, but not statistically significant, reduction from 1.85 (SD = 1.04) in 2018. Comparing 2018 and 2020 datasets showed no significant differences in coping behavior, self-efficacy, or emotional status. CONCLUSIONS: Based on the sample with the lower response rate that completed the survey in 2020, student-perceived stress did not increase during online, remote learning associated with the COVID-19 pandemic as compared to the sample with a higher response rate prior to the pandemic. Perhaps the COVID-19 related changes were seamless to students due to their aptitude for remote, online learning.