Objective. The purpose of the study was to observe the prevalence of impostor phenomenon (IP) among students attending Ohio Northern University, and assess secondary factors that impact the severity of IP. Method. Using the validated Clance Impostor Phenomenon Scale the incidence of IP was assessed at Ohio Northern University (ONU). The investigators hypothesized that students enrolled in the College of Pharmacy would demonstrate more intense levels of IP than students enrolled in other majors within the University. Results. 391 students of the approximately 3100 students (12.6%) completed the survey and qualified for the study. Students for this study were recruited via email. This method was utilized for two reasons; it was the best way to reach the entirety of the student body and at this time, 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 IP score between 68 and 75. These scores are interpreted as “frequently experiences impostor feelings.” No statistical significance in scores was 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 IP and reduce the impact. Interventions should be targeted to all students enrolled at the University regardless of educational program or other demographics.

To summarize the findings of an Academic Leadership Fellows Program (ALFP) debate and to evaluate the affirmative and opposing arguments for implementing a tiered training and licensure model within the pharmacy profession. This analysis was conducted as part of ALFP, where fellows debated current topics in academic pharmacy. Debate participants reviewed contemporary and historical literature on the transition to the all-Doctor of Pharmacy (PharmD) degree, conducted informal polls and surveys of colleagues and key opinion leaders in pharmacy education and practice, and synthesized their findings to assess the potential impact of a tiered training model. The analysis revealed diverse perspectives on the role of tiered pharmacy education and licensure. Proponents and opponents aligned their arguments around three core themes: oversight of the medication use process, economic impacts, and professional identity considerations for all pharmacy professionals. In light of current challenges, including weakening employment conditions, professional dissatisfaction, and declining student applicant pools, a comprehensive examination of alternative training models is timely. While a tiered training and licensure model offers potential solutions, it also presents significant risks. Enhanced integration of pharmacy technician training and credentialing alongside pharmacist education is critical and should be embraced, particularly for advanced technician roles.

Pharmacy calculations are a crucial skill set in patient care. In an effort to improve best practices in teaching, identifying student cognitive abilities may impact their performance is critical in identifying students needing additional support to reach competency in this area. This study sought to examine the relationship between growth mindset and math confidence on pharmacy student performance on a comprehensive, must-pass pharmaceutical calculations exam. This study was conducted in fall semesters between 2022 and 2024. 212 PharmD students completed the Dweck Mindset Instrument and an Attitudes in Mathematics scale prior to, and after, participation in a required pharmaceutical calculations course. At the end of the course, students took a comprehensive, must-pass calculations exam. Student growth mindset and attitudes towards mathematics were compared to their results on the comprehensive calculations exam. There was no meaningful change in Growth Mindset or Mathematics Attitude from pre-course to post-course. There was a significant correlation of Mathematics Attitude with calculations exam performance, but there was no correlation between student growth mindset and exam performance. Student confidence regarding mathematics did directly correlate with their performance on the calculations exam. Student belief that they can generally improve their abilities and knowledge (growth mindset) did not have an association with their performance on a high-stakes, calculations exam. Further research is needed to determine if math performance impacts their feelings on the subject of mathematics, or if vice versa.