Exploring Experiences of Intense Academic Stretch in Veterinary Educators Enrolled in an Education Masters. Is This...

Professional work often requires individuals to operate outside their comfort zone (professional stretch), and this can facilitate learning and growth. Self-doubt is common when experiencing professional stretch. For some individuals in some contexts, self-doubt can be so profound that learning stops. Imposter syndrome (IS) is paradoxical self-doubt; individuals believe themselves poorly capable of competencies in which they excel. Affected individuals feel they must work exceptionally hard to succeed. IS has been observed in clinicians, students, and educators, which has important implications for supporting student development. This study sought to understand the relationship between academic/professional stretch and intense self-doubt in a population of veterinary educators, with the aim of better supporting learning in stretching workplace environments. Interviews were undertaken with seven female veterinary educators undertaking an MSc in Veterinary Education. Data were processed and experiential themes were derived using an interpretive phenomenological analysis (IPA) approach. Participants described extreme academic discomfort, linked to poor self-efficacy, exacerbated by feedback that was perceived to be unexpectedly negative. Distance followed by dialogue enabled some participants to process difficult emotions so that learning could continue. Participants recognized IS in others. Their own imposter-like thinking was less well recognized, being experienced in tandem with self-doubt rooted in real rather than imagined competence gaps. On the basis of this research, close mentoring relationships are advocated, so that through facilitated reflective dialogue, feelings of intense self-doubt can be better understood and supported, facilitating learning. Students can benefit from teachers' experiences of academic stretch, and this should be investigated further.