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Kristoffersson E, Boman J, Bitar A. Impostor phenomenon and its association with resilience in medical education - a questionnaire study among Swedish medical students. BMC MEDICAL EDUCATION 2024; 24:782. [PMID: 39030556 PMCID: PMC11264822 DOI: 10.1186/s12909-024-05788-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/07/2023] [Accepted: 07/16/2024] [Indexed: 07/21/2024]
Abstract
BACKGROUND Concern over medical students' well-being is a global issue, with studies showing high psychological distress rates. Impostor Phenomenon (IP), i.e., underestimating one's abilities, attributing success to external factors, and feeling like a fraud, has been implicated as one reason behind these troubling findings. Meanwhile, resilience has been suggested to protect against psychological distress. This study aimed to investigate the prevalence of IP and its association with resilience among undergraduate medical students. METHODS The Clance Impostor Phenomenon Scale (CIPS), the Brief Resilience Scale (BRS), and sociodemographic questions were completed by 457 medical students registered in their 2-10th semester at a Swedish university. Of the respondents, 62.6% identified as women, 36.1% as men, and 1.3% as others. RESULTS The prevalence of IP was 58.4% (defined as CIPS score ≥ 62). According to the CIPS scoring guidelines, 10.3% of participants had low IP, 29.5% moderate, 41.6% frequent, and 18.6% intense IP. Of all participants, almost 90% experienced at least moderate and 60.2% frequent to intense IP. Women had significantly higher CIPS scores and lower BRS scores than men. In contrast, neither attending semester nor age group significantly impacted CIPS scores. Finally, there was a moderate inverse correlation between the level of resilience and the prevalence of IP. CONCLUSIONS Our findings suggest that the majority of Swedish medical students feels like an impostor, and of these students, most do so frequently. Furthermore, IP is more prevalent among female students - who also show lower levels of resilience. Moreover, our results indicated that IP could hinder achieving higher resilience. Future longitudinal studies should investigate how gender norms may contribute to IP feelings and explore the potential advantages of counteracting IP and strengthening resilience among medical students. However, targeted interventions addressing individual students' IP and resilience are insufficient. There is also a need to address structural aspects of the educational environment, such as gender stereotypes, that may contribute to IP.
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Affiliation(s)
- Emelie Kristoffersson
- Department of Clinical Science, Professional Development, Umeå University, Umeå, 901 87, Sweden
| | - Jens Boman
- Department of Clinical Science, Professional Development, Umeå University, Umeå, 901 87, Sweden
| | - Aziz Bitar
- Department of Clinical Science, Professional Development, Umeå University, Umeå, 901 87, Sweden.
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Kim E, Durning SJ, Dupont J, Bulaklak J, Crosier A, Soh M. Exploring Impostor Phenomenon During Onboarding Into a Military Medical School. Mil Med 2024; 189:e1653-e1660. [PMID: 38109724 DOI: 10.1093/milmed/usad466] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Revised: 10/23/2023] [Accepted: 11/22/2023] [Indexed: 12/20/2023] Open
Abstract
INTRODUCTION Impostor phenomenon (IP) is an experience where an individual believes that their success was because of chance or luck and was not associated with the mastery of skills. There is a gap in the literature in understanding what role, if any, onboarding (e.g., orientation weeks) into a military medical school plays into student experiences with IP. For many, onboarding serves as the first exposure to the climate, culture, and learning environment of both medical school and the military. Prevention, or early intervention, of IP may reduce potential effects on a medical trainee's confidence and competence in their profession, which may ultimately enhance health care team performance and impact patient outcomes. This study explores if and why military medical students experience IP during a 2-week-long orientation into a military medical school. MATERIALS AND METHODS The study participants were medical students at a military medical school. Researchers conducted semi-structured interviews in August 2022 to explore if and why students experienced IP and deployed the Clance IP Scale as a measure with validity evidence for ascertaining the presence and magnitude of IP. Researchers calculated total scores from the Clance IP Scale and thematically analyzed interview transcripts. RESULTS Researchers interviewed 29 matriculating military medical students. Twenty-one (75%) students reported frequent or intense IP experiences on the Clance IP Scale indicating that IP was present in our study sample. Thematic analysis identified six themes that drove one's experience with IP: reevaluation of merit, individualized diversity and inclusion experiences, administrative and financial support, preconceived expectations, building relationships, and new community roles. CONCLUSIONS Our identified themes provide us with a better understanding of if and why military medical students experience IP during onboarding. Our findings are also consistent with the situated learning theory, which places emphasis on the sense of belonging and may provide a unique and insightful lens through which IP can be further explored and studied, particularly at a military medical school where various identities, dynamics, and aspirations can converge simultaneously. Additionally, our findings suggest that existing practices may benefit from a number of improvements including, but not limited to, tailoring onboarding activities to entail more reflective discussion using small groups, especially for topics related to diversity and inclusion, revisiting areas where students may feel inadequately prepared to transition and perform well in a medical school, reevaluating administrative and financial support that can be roadblocks to a student's transition into the new environment and removing these barriers, and ensuring cultural coherence (organizational alignment of vision and mission) among faculty, staff, and upperclassmen. Future research directions include better understanding how developing single or multiple, identities can impact a medical students' experience with IP during onboarding, pre-clerkship, clerkship, or post-clerkship period, if at all.
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Affiliation(s)
- Eungjae Kim
- F. Edward Hebert School of Medicine Uniformed Services University of the Health Sciences, Bethesda, MD 20814, USA
| | - Steven J Durning
- F. Edward Hebert School of Medicine Uniformed Services University of the Health Sciences, Bethesda, MD 20814, USA
- Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, MD 20814, USA
| | - Jinbum Dupont
- F. Edward Hebert School of Medicine Uniformed Services University of the Health Sciences, Bethesda, MD 20814, USA
| | - Jezreelyn Bulaklak
- F. Edward Hebert School of Medicine Uniformed Services University of the Health Sciences, Bethesda, MD 20814, USA
| | - Abigail Crosier
- F. Edward Hebert School of Medicine Uniformed Services University of the Health Sciences, Bethesda, MD 20814, USA
| | - Michael Soh
- Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, MD 20814, USA
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Siraj RA, Aldhahir AM, Alzahrani YR, Alqarni AA, Alanazi TM, Alruwaili A, Algarni SS, Alghamdi AS, Alahmari MA, Baogbah AA, AlQahtani AS, Alasimi AH, Alsolami SS, Alqarni MA, Alahmadi FH, Alshammari GS. The impact of imposter syndrome on self-esteem and intention to quit among respiratory therapy (RT) students in Saudi Arabia. SAGE Open Med 2024; 12:20503121241260149. [PMID: 39045543 PMCID: PMC11265236 DOI: 10.1177/20503121241260149] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2024] [Accepted: 05/13/2024] [Indexed: 07/25/2024] Open
Abstract
Introduction Imposter syndrome is common among health disciplinary students, leading to serious consequences. However, the impact of imposter syndrome on self-esteem and quitting intention among respiratory therapy students has not been well researched. Objective To report on the prevalence of imposter syndrome and assess its impacts on self-esteem and quitting intention among respiratory therapy students in Saudi Arabia. Methods A nonprobability cross-sectional questionnaire using the Clance Impostor Phenomenon Scale and the Rosenberg Self-Esteem Scale was self-administered and distributed among respiratory therapy students between October 2022 and April 2023. Data analysis was performed using Descriptive and inferential statistics. Results Of the 1500 respiratory therapy students invited to participate in the study, 901 surveys were completed; and thus, included in the final analysis. Of whom, 92% were presented with imposter syndrome: 44% with moderate, 35% with frequent, and 13% with intense feelings. In addition, 60% of respiratory therapy students and interns experienced low self-esteem, while only 0.5% indicated high self-esteem. More than 50% of the study participants thought about quitting the respiratory therapy program, and 30% have been diagnosed with psychological disorders. Furthermore, there was a significant association between imposter syndrome and low self-esteem, p < 0.001. Factors associated with imposter syndrome and low self-esteem were family income (<0.005) and parents' education (<0.005), quitting intention (<0.005), and having been diagnosed with psychological disorders (<0.005). Genders, academic levels, and grade point average were not associated with either imposter syndrome or self-esteem (>0.005). Conclusion Imposter syndrome and low self-esteem are prevalent among respiratory therapy students, both of which are associated with considering leaving the respiratory therapy program. Effective interventions should be implemented to ameliorate the symptoms imposter syndrome and low self-esteem; thus, improving the academic experience of respiratory therapy students.
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Affiliation(s)
- Rayan A Siraj
- Department of Respiratory Care, College of Applied Medical Sciences, King Faisal University, Al-Ahasa, Saudi Arabia
| | - Abdulelah M Aldhahir
- Faculty of Applied Medical Sciences, Respiratory Therapy Department, Jazan University, Jazan, Saudi Arabia
| | - Yousef R Alzahrani
- Department of Respiratory Care, Prince Sultan Military College of Health Sciences, Dammam, Saudi Arabia
- Center for Respiratory Research, NIHR Nottingham Biomedical Research Center, School of Medicine, Biodiscovery Institute, University of Nottingham, Nottingham, UK
| | - Abdullah A Alqarni
- Faculty of Medical Rehabilitation Sciences, Department of Respiratory Therapy, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Turki M Alanazi
- Department of Respiratory Therapy, King Saud bin Abdelaziz University for Health Sciences, Al Ahsa, Saudi Arabia
- King Abdullah International Medical Research Center, Al Ahsa, Saudi Arabia
| | - Abdullah Alruwaili
- King Abdullah International Medical Research Center, Al Ahsa, Saudi Arabia
- Emergency Medical Services Program, College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Al Ahsa, Saudi Arabia
| | - Saleh S Algarni
- Department of Respiratory Therapy, College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Abdulrhman S Alghamdi
- Department of Rehabilitation Science, Respiratory Care Program, King Saud University, Riyadh, Saudi Arabia
| | - Mushabbab A Alahmari
- Department of Respiratory Therapy, College of Applied Medical Sciences, University of Bisha, Bisha, Saudi Arabia
| | - Abdulmajeed A Baogbah
- Department of Respiratory Therapy, Byrdine F. Lewis College of Nursing and Health Professions, Georgia State University, Atlanta, GA, USA
| | - Ali S AlQahtani
- Department of Respiratory Therapy, Byrdine F. Lewis College of Nursing and Health Professions, Georgia State University, Atlanta, GA, USA
| | - Ahmed H Alasimi
- Department of Respiratory Therapy, Byrdine F. Lewis College of Nursing and Health Professions, Georgia State University, Atlanta, GA, USA
| | - Sultan S Alsolami
- Respiratory Care Department, King Abdullah Medical Complex-Jeddah, Jeddah, Saudi Arabia
| | - Mohammed A Alqarni
- Ministry of Interior, Public Security, Medical Service, Riyadh, Saudi Arabia
| | - Fahad H Alahmadi
- Respiratory Therapy Department, College of Medical Rehabilitation Sciences, Taibah University, Madinah, Saudi Arabia
| | - Ghadeer S Alshammari
- Department of Respiratory Care Services, King Abdulaziz Medical City, Ministry of National Guard, Jeddah, Saudi Arabia
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El-Setouhy M, Makeen AM, Alqassim AY, Jahlan RA, Hakami MI, Hakami HT, Mahzari IM, Thubab HAA, Haroobi KY, Alaraj HA, El-Hariri HM. Prevalence and correlates of imposter syndrome and self-esteem among medical students at Jazan University, Saudi Arabia: A cross-sectional study. PLoS One 2024; 19:e0303445. [PMID: 38723002 PMCID: PMC11081292 DOI: 10.1371/journal.pone.0303445] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2023] [Accepted: 04/24/2024] [Indexed: 05/13/2024] Open
Abstract
Imposter syndrome (IS) and low self-esteem (SE) are common issues affecting medical students that can impact their well-being and development. This study aimed to assess the prevalence and factors associated with IS and SE among medical students at Jazan University, Saudi Arabia. In this cross-sectional study, 523 medical students in years 2-6 at Jazan University, Saudi Arabia, completed validated questionnaires on IS (Young Imposter Scale) and SE (Rosenberg Self-Esteem Scale). Sociodemographic factors were also collected. Descriptive statistics and logistic regression analyses were used to analyze IS and SE prevalence and correlates. Five hundred twenty-three students with a mean age of 22.09 ± 1.933 participated. The prevalence of low SE and positive IS was 17.6% and 24.3%, respectively. IS and SE had a significant negative correlation (p<0.001). Several sociodemographic factors were associated with increased IS, including 2nd and 4th-year students, forced study choice, and a grade point average (GPA) of 3.0-3.49 (P<0.05). Paternal education beyond high school was associated with lower IS (P<0.05). Logistic regression analyses confirmed that 2nd-year students had a 3.88 times higher odds ratio (OR) (95% confidence interval (CI); 2.19-6.88), and 4th-year students had a 2.37 times higher OR (95% CI; 1.40-4.02) of IS than other years. For SE, advanced academic years, forced study choice, 7+ hours of sleep, and a GPA above 3.5 were associated with higher levels (P<0.05). Negative self-appraisals were associated with lower SE, while positive attitudes were associated with higher SE (P<0.05). Our study reveals that IS and low SE are prevalent among Jazan University, Saudi Arabia, medical students. Therefore, intervention courses that address these issues in medical education at Jazan University, Saudi Arabia, may be necessary to support medical students' well-being and academic success.
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Affiliation(s)
- Maged El-Setouhy
- Faculty of Medicine, Department of Family and Community medicine, Jazan University, Jazan, Kingdom of Saudi Arabia
- Faulty of Medicine, Department of Community, Environmental and Occupational Medicine, Ain Shams University, Cairo, Egypt
| | - Anwar M. Makeen
- Faculty of Medicine, Department of Family and Community medicine, Jazan University, Jazan, Kingdom of Saudi Arabia
| | - Ahmad Y. Alqassim
- Faculty of Medicine, Department of Family and Community medicine, Jazan University, Jazan, Kingdom of Saudi Arabia
| | - Riyadh A. Jahlan
- Faculty of Medicine, Department of Family and Community medicine, Jazan University, Jazan, Kingdom of Saudi Arabia
| | - Malik I. Hakami
- Faculty of Medicine, Department of Family and Community medicine, Jazan University, Jazan, Kingdom of Saudi Arabia
| | - Hussam T. Hakami
- Faculty of Medicine, Department of Family and Community medicine, Jazan University, Jazan, Kingdom of Saudi Arabia
| | - Ibrahim M. Mahzari
- Faculty of Medicine, Department of Family and Community medicine, Jazan University, Jazan, Kingdom of Saudi Arabia
| | - Hussam Aldeen A. Thubab
- Faculty of Medicine, Department of Family and Community medicine, Jazan University, Jazan, Kingdom of Saudi Arabia
| | - Khalid Y. Haroobi
- Faculty of Medicine, Department of Family and Community medicine, Jazan University, Jazan, Kingdom of Saudi Arabia
| | - Hassan A. Alaraj
- Faculty of Medicine, Department of Family and Community medicine, Jazan University, Jazan, Kingdom of Saudi Arabia
| | - Hazem M. El-Hariri
- Department of Community Medicine, National Research Centre, Cairo, Egypt
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Prakash A. Response to: 'Peer observation of student-led teaching'. MEDICAL TEACHER 2024; 46:149. [PMID: 37634063 DOI: 10.1080/0142159x.2023.2250542] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/28/2023]
Affiliation(s)
- Anavi Prakash
- Faculty of Medicine, Imperial College London, South Kensington Campus, London, UK
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