I gratefully accepted my dream prenatal genetic counseling job during my last semester before graduation. While simultaneously nervous, excited, relieved, and dealing with imposter syndrome, I knew this was the job for me. As with many medical institution roles, the genetic counseling role I accepted requires active involvement with learners, ranging from fellows to residents to genetic counseling students. While this was an expectation when entering the position, it has been a bit of an unexpected hurdle in my professional development. I was at the bottom of my professional mountain; these skills and tools I carved and forged during my graduate training...were they going to provide me with the resources to also educate others so early in my climb? It is a strange feeling transitioning from student to expert, and the move into an educator role can happen rather quickly in our profession. This comes with a sense of responsibility to know the answers to questions and be prepared to address any genetics-related inquiries you may receive. It has been easy for me to cocoon back into those feelings of inadequacy and imposter syndrome as the shift from learner to teacher unfolds. For the first few months of my job, I almost breathed a sigh of relief when no “hard” questions were asked of me that day. It meant there were no moments for me to show that I did not deserve to be a mentor or educator, since I was merely a student a few months ago. With time, those thoughts have subsided, but of course still exist. 

Navigating the emotions related to self-doubt and the sometimes-daunting weight of being looked to for answers was harder than expected. It is a journey that I think many of us go through, especially in the first year or so of our careers, where keeping your head down and hiding may feel safer. I found myself trying to shed all the “student” characteristics I embodied to better fit the mold of a teacher and mentor. However, my identity includes both student and educator roles; I am not only a constant learner, but I am also capable of teaching others at the same time. Mentorship from more senior GCs, engaging in self-reflection, and embracing continuous learning have been large components of my adaptation. I have accepted that I am not at the top of my mountain or the peak of who I will be, and that is okay. It does not change my ability to provide education or counsel. In fact, this gives me a unique and advantageous perspective. I may have different knowledge than others while actively climbing that mountain and “learning” the grass and the rocks up close, perhaps better than some above or below me on their climbs. I also realize that I am not alone as I am going up this mountain; there is support from all sides, which makes all the difference. 

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