Many high-achieving students quietly struggle with the feeling that they do not deserve their place, even when their grades and performance suggest otherwise. New research highlights how widespread imposter syndrome is among pharmacy students and raises questions about how universities support student mental health and professional confidence. The findings were published in Currents in Pharmacy Teaching and Learning.
The study focused on third year pharmacy students completing a professional development course at Palm Beach Atlantic University. It examined how often students experienced imposter feelings and whether a short classroom session could improve awareness and coping skills. The findings suggest that self doubt is not a marginal issue but a common part of student life in demanding healthcare programmes.
Before the session took place, students completed a validated assessment used to measure imposter syndrome severity. More than eight in ten scored in the moderate to intense range, indicating frequent feelings of self doubt and fear of being exposed as inadequate. Almost every student reported experiencing imposter feelings at least occasionally during their degree.
The classroom session lasted 30 minutes and was embedded into an existing personal and professional development course. It introduced the concept of imposter syndrome, encouraged reflection through journaling and discussion, and explored practical ways students might respond to these thoughts. The approach aimed to normalise the experience while linking it to professional identity and long term career development.
After the session, students reported much higher awareness of imposter syndrome and a stronger ability to recognise its signs in themselves and others. Most also said they could identify practical coping strategies they could use during their studies and future careers. Many found value in hearing shared experiences and real examples that helped reduce feelings of isolation.
But the research also revealed an important limitation. Students with the highest levels of imposter syndrome were less likely to feel confident managing it, even after the session. This group reported lower confidence, less perceived support, and greater difficulty believing in the usefulness of coping strategies. In other words, those who struggled most appeared to benefit least from a single short intervention.
This pattern matters because pharmacy education places heavy emphasis on competence, responsibility, and professional judgement. Persistent self doubt can interfere with learning, reduce willingness to seek support, and weaken confidence during clinical training. Over time, it may also affect leadership development and career progression within healthcare settings.
The authors suggest that while brief classroom sessions are a helpful starting point, they are unlikely to be enough on their own. Students experiencing intense imposter feelings may need ongoing support through mentoring, repeated reflection, and a learning environment that openly addresses self doubt as part of professional growth.
The study adds to growing evidence that student mental health challenges are closely tied to identity and confidence, not just workload. As universities face increasing concern about stress and well being in higher education, the findings highlight the importance of moving beyond awareness and towards sustained, supportive approaches that help students believe in their competence as they prepare for professional life.