Continuing Pharmacy Education / CE Master List / Step by Step: Tackling Imposter Syndrome in Every Transition – RECORDED WEBINAR
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Step by Step: Tackling Imposter Syndrome in Every Transition – RECORDED WEBINAR

This course is a recorded (home study version) of CE Finale 2025: Doppelgangers, Imposters, and New Kids
on the Block

Learning Objectives

  • Recognize the signs and symptoms of imposter syndrome as they commonly present in pharmacy practice and education, including during career transitions such as rotations, residency, and new professional roles
  • Examine the personal, academic, and systemic factors that contribute to imposter syndrome among pharmacists and pharmacy students, with emphasis on high-performance expectations and professional identity formation
  • Identify practical, evidence-based strategies to manage and overcome imposter syndrome, fostering resilience, confidence, and professional growth within pharmacy practice and education

Activity Release Dates

Released:  December 19, 2025
Expires:  December 19, 2028

Course Fee

$17 Pharmacist

ACPE UAN Codes

 0009-0000-25-063-H99-P

Session Code

25RW63-TES94

Accreditation Hours

1.0 hours of CE

Accreditation Statement

The University of Connecticut School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.

Pharmacists and Pharmacy Technicians are eligible to participate in this application-based activity and will receive 1.0 CE Hour  for completing the activity  (ACPE UAN 0009-0000-25-063-H99-P), passing the quiz with a grade of 70% or better, and completing an online evaluation. Statements of credit are available via the CPE Monitor online system and your participation will be recorded with CPE Monitor within 72 hours of submission.

Grant Funding

There is no grant funding for this activity.

Faculty

Jennifer Luciano, PharmD
Director, Office of Experiential Education
UConn School of Pharmacy
Storrs, CT

    

Faculty Disclosure

  • Dr. Luciano doesn't have any relationships with ineligible companies.

 

Disclaimer

The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.

Content

Posttest

1. During her first advanced pharmacy practice experience (APPE) rotation, Taylor believes her success is due to luck and fears being “exposed” as incompetent. Which of the following signs BEST indicates Taylor may be experiencing imposter syndrome?
  1. She frequently attributes her achievements to external factors rather than her own skills
  2. She seeks constructive feedback to improve her clinical performance
  3. She feels confident in her abilities after receiving positive evaluations
    2. Samantha, a third-year pharmacy student, feels constant pressure to maintain perfect grades and outperform her peers. Which factor MOST likely contributes to her imposter syndrome?
    1. Lack of interest in clinical practice
    2. Limited exposure to patient care settings
    3. High-performance expectations within pharmacy education
    3. Jonathan, a fourth-year pharmacy student, received an award for academic excellence but feels it was only due to luck. Which cognitive reframing technique would BEST help Jonathan?
    1. Avoid taking on challenging cases to reduce the risk of failure
    2. Ignore his feelings and focus solely on upcoming tasks
    3. Challenge negative thoughts by listing specific actions that led to his success
    4. Alex feels anxious before a case presentation and believes others are more knowledgeable. Which strategy would MOST helpful?
    1. Memorize every detail to avoid mistakes.
    2. Practice self-compassion and remind himself learning is a process.
    3. Compare his style to the top-performing student.
    5. A new clinical pharmacist feels inadequate despite meeting all performance metrics. She attributes her success to luck and fears her colleagues will discover she isn’t qualified. Which combination of factors MOST likely contributes to her imposter syndrome?
    1. Personal perfectionism, competitive academic background, and systemic emphasis on error-free practice
    2. Lack of interest in patient care, minimal training, and supportive work environment
    3. Strong mentorship, realistic expectations, and collaborative culture
    6. During a clinical skills lab, Jordan, a third-year pharmacy student, feels overwhelmed and believes he is the only one struggling. Which of the following group-based strategies would BEST help Jordan reduce imposter feelings?
    1. Compare his performance to the highest-scoring student for motivation
    2. Participate in peer discussions to normalize challenges and share experiences
    3. Volunteer for extra tasks to prove his competence