Exploring Experiences of Intense Academic Stretch in Veterinary Educators Enrolled in an Education Masters. Is This Imposter Syndrome or Am I a True Imposter?

This article examines the relationship between professional and academic stretch and intense self-doubt, including imposter syndrome (IS), among veterinary educators enrolled in a Master of Science in Veterinary Education (MScVetEd) program. Using interpretive phenomenological analysis of interviews with seven female veterinary clinician–educators, the study found that participants experienced significant emotional discomfort and lowered self-efficacy when facing unfamiliar academic challenges, particularly in social sciences research. Feedback, especially when perceived as unexpectedly negative and delivered in written form, often triggered feelings akin to IS, leading to distancing behaviors followed by solitary overwork, which sometimes impaired well-being. The research highlights the importance of close mentoring, reflective dialogue, and supportive learning environments to help educators process self-doubt constructively, thereby facilitating continued learning and enhancing empathy toward their own students. The authors recommend further investigation into faculty development and emotional support strategies to better address these challenges in professional education contexts.