Journal articles: 'Imposter Syndrome'

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Bandali, Mahdiyah. "Imposter syndrome." Journal of Paramedic Practice 14, no. 4 (April 2, 2022): 172. http://dx.doi.org/10.12968/jpar.2022.14.4.172.

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Lewis, Sian. "Imposter syndrome?" Nature Reviews Neuroscience 21, no. 4 (February 20, 2020): 180–81. http://dx.doi.org/10.1038/s41583-020-0280-8.

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Lippman, Zachary. "Imposter syndrome." Nature 456, no. 7220 (November 2008): 418. http://dx.doi.org/10.1038/nj7220-418c.

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Nimmo, Steven. "Imposter syndrome." Occupational Medicine 69, no. 5 (July 2019): 318. http://dx.doi.org/10.1093/occmed/kqz052.

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Feigofsky, Suzanne. "Imposter Syndrome." HeartRhythm Case Reports 8, no. 12 (December 2022): 861–62. http://dx.doi.org/10.1016/j.hrcr.2022.11.001.

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Mullangi, Samyukta, and Reshma Jagsi. "Imposter Syndrome." JAMA 322, no. 5 (August 6, 2019): 403. http://dx.doi.org/10.1001/jama.2019.9788.

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Cummings, Maddie. "Imposter Syndrome." Journal of New Librarianship 9, no. 1 (April 28, 2024): 113–18. http://dx.doi.org/10.33011/newlibs/15/11.

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This column will showcase different aspects of the journey from musical theatre professional to director of a rural public library: how this came to be, findings of a library outsider, and recommendations for overcoming imposter syndrome. The author mentions the successes and failures she experienced in her first year as a library supervisor, and the sharp contrast between growing up in an urban setting and working in a rural city/county public library. This column concludes with the idea that how one presents oneself and the tangible actions one takes towards working in and advocating for their library can speak more highly of their abilities than being a perfect job candidate on paper.

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Ahmed, Nadia. "Imposter syndrome." BDJ In Practice 37, no. 10 (October 7, 2024): 378–79. http://dx.doi.org/10.1038/s41404-024-2878-4.

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Ebberts, Marci, Brittany Stone, and Mary Beth Flynn Makic. "Imposter Syndrome." Critical Care Nurse 44, no. 6 (December 1, 2024): 64–68. https://doi.org/10.4037/ccn2024321.

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Benzel, Ed. "The Imposter Syndrome." World Neurosurgery 158 (February 2022): xx—xxi. http://dx.doi.org/10.1016/j.wneu.2021.12.038.

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Robinson-Walker, Catherine. "The Imposter Syndrome." Nurse Leader 9, no. 4 (August 2011): 12–13. http://dx.doi.org/10.1016/j.mnl.2011.05.003.

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Fernandes, Helen. "Pre-imposter syndrome." Bulletin of the Royal College of Surgeons of England 100, no. 4 (June 2018): 162. http://dx.doi.org/10.1308/rcsbull.2018.e162.

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Windridge, Michelle. "Banishing imposter syndrome." Early Years Educator 24, no. 10 (May 2, 2024): S1—S2. http://dx.doi.org/10.12968/eyed.2024.24.10.s3.

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It can be daunting starting your first placement in an early years setting. Michelle Windridge, lecturer in Education at University College Birmingham, discusses imposter syndrome and how to overcome the feeling before you enter a setting.

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Lambdin, Lynne. "Conquering Imposter Syndrome." Journal of New Librarianship 9, no. 2 (August 7, 2024): 51–55. http://dx.doi.org/10.33011/newlibs/17/4.

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Imposter Syndrome is an experience that many new professionals struggle with in their day-to-day work lives. With a strong technological background, succeeding in a systems librarian role seems natural and easy. However, some responsibilities require more traditional skills associated with librarianship, like reference services, instructional support, and collection management. This column emphasizes the significance of professional development and the necessity in gaining a skill set that ensures a more well-rounded library professional and library employee. It offers a head-on approach to combating the feeling of inadequacy when changing one’s career. Imposter syndrome does not have to be a long-term feeling.

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Lopchinsky, Richard A. "Imposter Syndrome: Perhaps the Name Is the Imposter." Journal of the American College of Surgeons 235, no. 3 (August 10, 2022): 570. http://dx.doi.org/10.1097/xcs.0000000000000286.

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Schmulian, Dunay, Wendy Redgen, and Jenny Fleming. "Impostor Syndrome and Compassion Fatigue among postgraduate allied health students: a pilot study." Focus on Health Professional Education: A Multi-Professional Journal 21, no. 3 (December 1, 2020): 1–14. http://dx.doi.org/10.11157/fohpe.v21i3.388.

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Aim: This study explored the prevalence of compassion fatigue and impostor syndrome risk in Australian university students in two allied health disciplines.Methods: In July 2018, anonymous surveys were collected from 72 graduate allied health students (76.4% female, 50% aged under 25 years old). The Professional Quality of Life (ProQOL) scale was used to measure compassion fatigue, with participant scores categorised into “not at risk”, “low to average risk” or “high risk” using the cut-offs outlined in the ProQOL manual. The Young Impostor Scale (YIS) was used to screen for the presence of imposter syndrome.Results: More than a third of respondents (37.5%) had symptoms of impostor syndrome, and 15.3% were at risk for compassion fatigue. Presence of compassion fatigue and/ or imposter syndrome was analysed across age range, gender, living arrangement and student status (domestic or international), revealing females were more likely to screen positive for imposter syndrome (45.5%) than males (11.8%). Results from the ProQOL and YIS were combined to identify 57% of participants to be at risk of one or both of these potentially detrimental states.Conclusion: The results of this study suggest the importance of prioritising imposter syndrome and compassion fatigue in future student mental health research. Specifically, attention should include a critical evaluation of the assessment measures and approaches available. Longitudinal monitoring of imposter syndrome and its interplay with other conditions, such as compassion fatigue, across allied health professions would be valuable in developing a theoretical framework to support interventional studies.

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Gabriel-Caldwell, Michelle. "Zwitterionic surfactant’s imposter syndrome." Focus on Surfactants 2022, no. 1 (January 2022): 1–2. http://dx.doi.org/10.1016/j.fos.2021.12.001.

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Russell, Rebecca. "On Overcoming Imposter Syndrome." Academic Medicine 92, no. 8 (August 2017): 1070. http://dx.doi.org/10.1097/acm.0000000000001801.

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Chrousos, George P., and Alexios-Fotios A. Mentis. "Imposter syndrome threatens diversity." Science 367, no. 6479 (February 13, 2020): 749.2–750. http://dx.doi.org/10.1126/science.aba8039.

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Day-Calder, Mandy. "Student life - Imposter syndrome." Nursing Standard 31, no. 43 (June 21, 2017): 35. http://dx.doi.org/10.7748/ns.31.43.35.s40.

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Imran, Rayaan, Mohsan Ali, and Muhammad Hamza Shuja. "Imposter Syndrome: Doubting Success." Journal of the Pakistan Medical Association 73, no. 2 (January 15, 2023): 462. http://dx.doi.org/10.47391/jpma.7233.

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Dear Madam, Imposter syndrome is defined as the psychological experience in which one believes that their accomplishments were purely due to chance and not based on merit(1). It is no shock that this phenomenon is common in a highly competitive and intellectually demanding medical career. This syndrome not only strives amongst medical students, but also amongst physicians far ahead in their careers(2). A recent study has demonstrated that mental illnesses and their associated phenomena are present in 21.0% of the adults in the United States(3). The results of this study are a reason for concern, especially amongst students in Pakistan, where experiences such as the imposter syndrome contribute to the already poor mental health and access to mental health treatments(4). This form of self-doubt results in a decline in emotional paralysis and a decline in productivity and confidence(5). A detailed online literature search on PakMediNet and PubMed surprisingly resulted in no articles addressing the occurrence of imposter syndrome and its adverse effects on Pakistani students, demonstrating the severe lack of attention given to this phenomenon. Medical students exhibit high-stress levels and self-doubt(6), but no diagnosis is ever reached. Therefore, the need of the hour is to conduct studies regarding imposter syndrome in medical schools. Since the field of medicine is highly romanticized in Pakistan, people are not enlightened regarding these aspects among medical students, especially the ones in top medical schools, as well as the high achievers. Furthermore, it is pivotal for medical institutions to bring forth and initiate programs that empower the members of the healthcare profession to recognize and address this phenomenon. In addition, easy access to therapy and/or counselling sessions provided by medical educational programmes shall allow medical students to enhance their overall mental health. It shall contribute to decreasing cases of psychological illness and social isolation. Medical educators must also realize that it is not only the underperforming learner who struggles and needs support but also those who are far ahead in their medical careers. The participation of parents is also imperative; they must be made aware of this syndrome to allow them to identify the possible signs of the syndrome on a personal level. Encouraging students to celebrate their successes, share their thoughts, and accept the presence of the imposter syndrome will promote a healthier social and academic lifestyle producing good quality members of the healthcare system of Pakistan.

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Mallik, Dr Nilanko. "Othello and imposter syndrome." International Journal of Research in English 6, no. 1 (January 1, 2024): 221–23. http://dx.doi.org/10.33545/26648717.2024.v6.i1d.191.

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Brennan, Michael, Audrey Fotouhi, and Steven Daveluy. "Imposter Syndrome in Dermatology." SKIN The Journal of Cutaneous Medicine 8, no. 6 (November 18, 2024): 1959–65. http://dx.doi.org/10.25251/skin.8.6.6.

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Background: Dermatology residents may doubt their ability to become effective dermatologists. This study explores the prevalence of imposter syndrome (IS) within dermatology. Prior research in other specialties indicates that residents perceive themselves as less competent and experience higher rates of IS compared to faculty. Additionally, IS has been reported to be more common among female trainees. Purpose: This study sought to identify imposter syndrome in the field of dermatology and at which point in their career dermatologists feel qualified. We hope that this information can inform residency training. Methods: This cross-sectional study distributed a 12-question survey to the Association of Professors of Dermatology (APD) listserv. Results: The survey received 264 responses. Of the respondents, 81.9% reported that they did not feel comfortable calling themselves a dermatologist until after their third year of residency. We found no significant differences in imposter syndrome based on gender or work experience in dermatology prior to residency. Current career level of respondents was a significant determinant of response. Lack of unsupervised practice prior to residency completion was the most commonly cited reason for imposter syndrome (81.2%). Conclusions: The majority of dermatologists do not consider themselves a dermatologist until completion of residency, likely due to a lack of unsupervised practice. Providing residents with experiences to simulate unsupervised practice may reduce the prevalence of imposter syndrome.

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MANISHA MORESHWAR BAGDE. "Imposter syndrome as a student feeling." International Journal of Science and Research Archive 11, no. 2 (April 30, 2024): 1164–66. http://dx.doi.org/10.30574/ijsra.2024.11.2.0550.

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Introduction: What happens if we reconsider the concept of "imposter syndrome" as a student experience in academic work? What can we learn about who knows what, how, and about what from imposter syndrome? The term "imposter syndrome" refers to the ongoing feeling, despite one's accomplishments, of being a fraud, frequently accompanied by a fear of being discovered. Definition: Clance and Imes (1978: 241) coined the term imposter phenomenon to describe ‘an internal experience of intellectual phoniness’ among ‘high-achieving’ women who ‘persist in believing that they are really not bright and have fooled anyone who thinks otherwise’ despite their achievements. Risk: academics students, professionals, underrepresented groups—women, members of ethnic minorities, persons with disabilities. Symptoms: Thoughts like "I feel like a fake," "I must not fail," or "I just got lucky", Fear of not succeeding, Undermining one's own accomplishments. Get rid of imposter syndrome: Education, Connect with mentors, Speak with experts,

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Devkota, Deekshya. "Medical Student Syndrome and Imposter Syndrome: Are They Real?" Journal of Nepal Medical Association 62, no. 272 (March 31, 2024): 282–83. http://dx.doi.org/10.31729/jnma.8531.

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Medical Student Syndrome and imposter syndrome are rampant in the medical profession, especially among young medical students. Medical Student Syndrome, also known as the third-year syndrome is a hypochondriacal concern in inexperienced medical students regarding the disease they are studying. Usually, it arises as a result of incomplete knowledge about the disease and regular exposure to new information about diseases. Imposter syndrome, on the other hand, refers to the behavioral pattern where medical students doubt their abilities and are constantly afraid of being exposed as a fraud. Imposter syndrome might occur due to unrealistic expectations in this highly competitive medical profession.

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Hinds, Maisie. "Dental students and imposter syndrome." BDJ Student 28, no. 2 (April 2021): 16–18. http://dx.doi.org/10.1038/s41406-021-0211-9.

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Rahman, David. "Overcoming imposter syndrome in dentistry." BDJ In Practice 35, no. 6 (June 6, 2022): 30–31. http://dx.doi.org/10.1038/s41404-022-1156-6.

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Gallagher, Samuel Rhys. "Professional identity and imposter syndrome." Clinical Teacher 16, no. 4 (August 2019): 426–27. http://dx.doi.org/10.1111/tct.13042.

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Beckman, Thomas J. "The Imposter Syndrome in Physicians." Mayo Clinic Proceedings 97, no. 11 (November 2022): 1964–65. http://dx.doi.org/10.1016/j.mayocp.2022.09.014.

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Sverdlik, Anna, Nathan C. Hall, and Lynn McAlpine. "PhD Imposter Syndrome: Exploring Antecedents, Consequences, and Implications for Doctoral Well-Being." International Journal of Doctoral Studies 15 (2020): 737–58. http://dx.doi.org/10.28945/4670.

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Aim/Purpose: Research on doctoral students’ well-being suggests that an interplay of social and psychological factors, such as integration into the scholarly community and perceptions of self-worth, shape students’ experiences. The present research examined the role of these factors in the well-being of doctoral students. Background: Imposter syndrome has long been discussed both formally and informally as a prevalent experience of doctoral students. Existing research provides empirical support for the role of perceived belongingness to one’s scholarly community in maladaptive self-perceptions (i.e., imposter syndrome), as well as the role of imposter syndrome in doctoral students’ well-being. However, no studies to date have directly explored the extent to which imposter syndrome mediates the relationship between perceived belongingness and well-being in a single model. Methodology: The present research sought to evaluate perceived belongingness as a predictor of imposter syndrome and how imposter syndrome, in turn, predicts well-being (i.e., depression, stress, and illness symptoms) in doctoral students. Depression, stress, and illness symptoms were identified in the literature as the most prevalent well-being concerns reported by doctoral students and therefore were evaluated as the outcome variables in the present research. In line with previous research, we expected perceived belongingness to negatively predict imposter syndrome, and imposter syndrome, in turn, to positively predict depression, stress, and illness symptoms. Two studies evaluated the proposed model. Data for both studies was collected simultaneously (i.e., one large sample) with 25% of the sample randomly selected for Study 1 (cross-sectional) and the remainder included in Study 2 (longitudinal). In Study 1, we tested this hypothesis with a cross-sectional design and explored whether imposter syndrome was a significant mediator between perceived belongingness and well-being. In Study 2, we aimed to replicate and extend the results of Study 1 with a prospective design to further assess the directionality of the relationship from perceived belongingness to imposter syndrome and, in turn, the role of imposter syndrome in changes in depression, stress, and illness symptoms over a five-month period. Contribution: The present results represent evidence of the process by which doctoral students develop imposter syndrome and some of the consequences of imposter syndrome on doctoral well-being. Additionally, the present study includes a large-scale sample of international doctoral students across the disciplines, thus revealing the prevalence of imposter syndrome in the doctoral experience. Findings: Overall, the results of the present research provided support for our hypotheses. In Study 1, perceived belongingness was found to be a negative predictor of imposter syndrome that, in turn, predicted higher levels of depression, stress, and illness symptoms. Additionally, imposter syndrome was found to significantly mediate the relationship between perceived scholarly belongingness and the three outcome variables assessing psychological well-being. Study 2 further revealed perceived scholarly belongingness to negatively predict imposter syndrome five months later, with imposter syndrome, in turn, predicting increases in depression, stress, and illness symptoms in our doctoral student sample. Recommendations for Practitioners: Several recommendations are made for practitioner based on the present findings: First, by acknowledging the critical role of perceived social belongingness in students’ well-being, faculty and administrators can establish structures to better integrate students into their scholarly communities, and departments can foster a supportive social atmosphere for their doctoral students that emphasizes the quality of interactions and consultation with faculty. Second, information sessions for first-year doctoral students could highlight the prevalence and remedies of feeling like an impostor to normalize these otherwise deleterious feelings of inadequacy. Finally, professional development seminars that are typically taught in graduate programs could incorporate an explicit discussion of well-being topics and the prevalence of imposter syndrome, alongside other pragmatic topics (e.g., publishing protocols), to ensure that students perceive their departmental climate as supportive and, in turn, feel less like an imposter and better psychologically adjusted. Recommendation for Researchers: Researchers should continue exploring the various antecedents and consequences of imposter syndrome, specifically focusing on at-risk students, as well as the role of imposter syndrome in doctoral-level dropout. Impact on Society: Imposter syndrome is a harmful experience that can lead to a variety of life-altering outcomes, such as developing or intensifying a mental illness. Doctoral students, as society’s future researchers and high-skilled professionals, have a great impact on society as a whole, and efforts should be extended into maintaining doctoral students’ well-being in order for them to perform at an optimal level. The present research sheds light on one aspect of the doctoral experience that is detrimental to the well-being of doctoral students, thus informing doctoral students, advisors, and departments of one area where more resources can be allocated in order to facilitate the health, both physical and psychological, of their students. Future Research: Future research should explore additional outcomes to fully understand the impact of perceived belongingness and imposter syndrome on doctoral students. Some such outcomes may include academic performance (e.g., presentation/publication rates), motivation (e.g., perseverance vs. intention to quit), and more general psychological adjustment measures (e.g., satisfaction with life). Such research, in combination with the present findings, can help the understanding of the full impact of imposter syndrome on the academic and personal experiences of doctoral students and can contribute to psychologically healthier and more academically productive experiences for doctoral students as they navigate the myriad challenges of doctoral education.

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Beesley, Brianna A., Nicholas G. Vece, and Zoe Johnson-Ulrich. "Undergraduate Imposter Syndrome Rates Between Gender and Field of Study." Psi Chi Journal of Psychological Research 29, no. 2 (2024): 86–93. http://dx.doi.org/10.24839/2325-7342.jn29.2.86.

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Imposter syndrome is a psychological phenomenon in which an individual feels that their accomplishments or successes were not achieved by merit but instead achieved through chance or luck. This study investigated the relationship between imposter syndrome and field of study, focusing on differences between STEM and non-STEM undergraduate students, as well as differences in imposter syndrome prevalence among genders. One hundred eighty participants took part in this study via an online survey. Participants were asked to complete a demographic questionnaire and a 30-item questionnaire, which included the Clance IP Scale. We hypothesized that there would be higher levels of imposter syndrome among STEM majors compared to non-STEM majors, that undergraduate women would report higher levels of imposter syndrome compared to undergraduate men, and that women within STEM majors would report the highest overall level of imposter syndrome among the samples. As hypothesized, STEM majors reported significantly higher imposter syndrome than non-STEM, F(1,180) = 6.13, p = .01, η2 = .03, and women reported significantly higher imposter syndrome levels than men, F(1,180) = 4.51, p = .04, η2 = .02. Accordingly, female STEM majors had the highest levels of imposter syndrome (M = 63.98, 95% CI [60.89, 67.07]). This study is one of the first to investigate and find a significant difference between STEM and non-STEM participants and find a presence of imposter syndrome within the male non-STEM population, thus opening the door to a multitude of further research directions.

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Muhammad Zeb, Sabir Khan Khattak, Farukh Ozair Shah, Syed Shayan Shah, Syed Qasim Ali Shah, and Abdul Haseeb. "The Imposter Syndrome in Surgical Residents." Journal of the Pakistan Medical Association 73, no. 8 (July 15, 2023): 1706–8. http://dx.doi.org/10.47391/jpma.7535.

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Imposter syndrome (IS) is an internal sensation of intellectual phoniness in persons who feel fraudulence and worthlessness. The purpose of this study was to assess the prevalence of imposter syndrome among surgical residents. A web-based survey was conducted among all surgical residents of PGMI, Khyber Pakhtunkhwa, Pakistan, from May 1, 2022 to May 30, 2022. Of the 156 respondents, 104 (66.7%) were males and 52 (33.3%) were females. Moderate imposterism was seen in 81(51.9%) of the respondents and 57 (36.5%) respondents reported severe or intense imposterism. Among postgraduate residents, no significant differences in Clance Imposter Phenomenon Scale score by year was noted (p = 0.291). Imposter syndrome was highly prevalent among surgical residents, i.e. 138(88.5%) falling in the range of either moderate, severe, or intense imposterism. Prevalence was more among female residents as compared to male residents. Year of training didn’t have any impact on the grades of imposterism.

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Jamil, Najlaa F., Mayasah A. Sadiq, and Alaa A. Salih. "Imposter Syndrome among Undergraduate Medical Students in Baghdad." Saudi Journal of Medicine 9, no. 05 (May 17, 2024): 132–36. http://dx.doi.org/10.36348/sjm.2024.v09i05.004.

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Background: Imposter syndrome is a psychological condition in which a person's fails to acknowledge and recognize their achievements regardless of having proof for fear they might come across as a fraud. Objectives: To find out the rate of imposter syndrome and its relation to grade and gender among medical students. Subjects and Method: A cross-sectional study conducted between December 2023 and February 2024, among a convenient sample of students from college of medicine, Al –Mustansiriyah University. Data was collected via self – administrated questionnaire based on Clance Imposter Phenomenon Scale (CIPS) to determine the prevalence of imposter syndrome. Results: Five hundred and fifty-three students enrolled in this study. According to Clance IP scale, 281(50.8%) of the study group were designated as moderate Imposter characteristics. The results showed that moderate Imposter characteristics was observed among 109 (46.58%) of male students and 172 (53.92%) of female students. Moreover, intense IP experiences was noticed more among male students (6.41%) in comparison to (4.39%) of female students. The results demonstrated that moderate Imposter characteristics was a shared complained among the four grades students enrolled in the study, as (47%,51.56%,53.41%& 51.85%) of the 2nd ,3rd ,4th and 5th students respectively. Furthermore, 5th grade students reported the highest rate (8.64%) of intense IP experiences in comparison to other grades. Conclusion: The imposter phenomenon exists in a meaningfully high rate among medical students. Both genders are at equivalent risk of having an imposter phenomenon. Medical college administrations need to implemented some interventions that can address this problem and improve the wellness of medical students.

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Maqsood, Hamza, Hassan Abdullah Shakeel, Humza Hussain, Ali Raza Khan, Basit Ali, Asher Ishaq, and Syed Asfand Yar Shah. "The descriptive study of imposter syndrome in medical students." International Journal of Research in Medical Sciences 6, no. 10 (September 25, 2018): 3431. http://dx.doi.org/10.18203/2320-6012.ijrms20184031.

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Background: Imposter syndrome is characterized by chronic feelings of self-doubt and fear of being discovered as an intellectual fraud. Despite evidence of abilities, those suffering from imposter syndrome are unable to internalize a sense of accomplishment, competence, or skill. Overall, they believe themselves to be less intelligent and competent than others perceive them to be. IS has several potential implications for medical education. The current study was designed to find out the frequency of imposter syndrome among medical students college so that certain measures must be taken to improve the teaching and learning methodologies as well as the curriculum.Methods: A cross-sectional, psycho-social analysis was conducted from March to July, 2018 at Nishtar Medical College, Multan after taking informed consent from the students. Clance Imposter Phenomenon Sclae (CIPS) was used to assess the prevalence and degree of severity of Imposter syndrome among medical chosen on basis of random sampling. The data collected was entered and analysed on SPSS v.20.Results: Two hundred (200) students were selected for the study and were asked to return the completed 20 items questionnaire. One hundred and eighty-nine (189) students returned the questionnaires, so the response rate was 94.5%. Out of 189 students, 121(64.36%) were males and 68(35.97%) were females. According to Clance imposter phenomenon scoring, of the total 189 students the severity of imposter syndrome is as follows: mild, 5(2.64%), moderate,72(38.09%), severe,103(54.49%) and very severe, 09(4.76%). Moreover, third year students were found to have high prevalence and degree of severity of imposter syndrome.Conclusions: Imposter phenomenon exists in a significant percentage of medical students and appears to peak in the third year of medical school. Both genders are at equal risk of having imposter syndrome. It is associated with various psychological illnesses. Further discussion regarding medical education paradigms in light of high levels of imposter phenomenon is needed.

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Brahmana, A. "A Clustering Approach to Detect Imposter Syndrome Among Sri Lankan Undergraduates." KDU Journal of Multidisciplinary Studies 6, no. 2 (November 23, 2024): 151–56. http://dx.doi.org/10.4038/kjms.v6i2.136.

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Imposter Syndrome is another name for perceived fraudulence, which is characterized by feelings of personal inadequacy and self-doubt that endure despite education, achievement, experience and success. This is not a disease or abnormality, so there is no obvious reason to imposter emotions. Therefore, even if they suffer from imposter syndrome, they are not able to know this. The results of an undergraduate with imposter syndrome may be inappropriate academic choices, the impact on mental health and social isolation. The aim of the present study is to develop a computerized framework based on a data mining strategy to identify the Severity Level of imposter syndrome for Sri Lankan undergraduates. Thus, this research shows whether the person suffers from imposter syndrome as Low or Moderate or High in level. During the model development, a formal questionnaire was developed examining different influencing factors like depression, anxiety, parentification, family expectations, perfectionism, and low trait self-esteem that can affect the imposter syndrome of an undergraduate and was used to collect data from Sri Lankan undergraduates. In this study, five different unsupervised machine learning techniques, namely K-means, K-medoids, Spectral Clustering, Hierarchical Clustering and Gaussian Mixture Model Clustering were used. Clustering was selected as the best approach as it allows to detect patterns and similarities associated with undergraduates linked to imposter syndrome. To calculate the goodness of the clustering algorithms, the Silhouette index and the Calinski-Harabasz index were used. Among these five clustering algorithms, the best result was shown in the three clusters of K-means Hence, the finalized method helps to predict and classify severity levels of imposter syndrome among Sri Lankan Undergraduates into three groups as low, moderate or high. The research found that among 316 data points, 32.28% showed a low level of imposter syndrome, 16.77% displayed a moderate level, and 50.95% exhibited a high level.

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Khalid, Ambreen, Adeela Shahid, and Khalid Rahim Khan. "Frequency and Severity of Imposter Syndrome among Medical Students of a Private Medical College." Journal of Shalamar Medical & Dental College - JSHMDC 1, no. 2 (December 1, 2019): 3–8. http://dx.doi.org/10.53685/jshmdc.v1i2.56.

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Background: Students suffering from imposter syndrome/phenomenon (IP) consider themselves less competent and less skill full as compared to the abilities they actually possess. Although previous research has identified different causes of stress and burnout less research has been conducted to determine the frequency of imposter syndrome among medical undergraduate students. Objectives: (1) To determine the frequency and the degree of severity of Imposter syndrome among medical students. (2) To find out the association of Gender with imposter syndrome. (3) To evaluate the difference in the severity of imposter syndrome between 1st and 2nd-year MBBS students. Methods: The cross-sectional study was conducted on 140 1st and 2nd-year MBBS students of Shalamar Medical and Dental College, Lahore. A convenient sampling technique was used. The study instrument used was a validated questionnaire (Clance IP Scale) containing 20 items with 5 points Likert scale. By adding up the score, the degree of severity is determined. Frequencies & percentages were determined, chi-square applied, p-value <0.05 was considered significant. Results: One hundred and 40 students filled the IP Scale questionnaire. The frequency of imposter syndrome was 53.3% among medical students. The majority (85%) of the medical students had frequent to intense imposter characteristics. A higher number of female students was affected by imposter phenomenon as compared to males. Greater number of 1st-year students were suffering from imposter syndrome as compared to 2nd-year students. Conclusions: Frequency of imposter syndrome was high among medical students. Its severity ranges from moderate to frequent IP categories in majority of students. Female students were affected more as compared to their male counterparts.

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Tucker, Melanie V. "Rewriting the Narrative on Imposter Syndrome." Women in Higher Education 30, no. 4 (March 31, 2021): 1–2. http://dx.doi.org/10.1002/whe.20970.

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Tiwari, Abhilasha. "Imposter syndrome: Narrative review with recommendations." International Journal of Advanced Psychiatric Nursing 4, no. 2 (July 1, 2022): 15–17. http://dx.doi.org/10.33545/26641348.2022.v4.i2a.87.

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Pedler, Mike. "Leadership, risk and the imposter syndrome." Action Learning: Research and Practice 8, no. 2 (July 2011): 89–91. http://dx.doi.org/10.1080/14767333.2011.581016.

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Garzon Maaks, Dawn Lee. "On Elections, Imposter Syndrome, and Burnout." Journal of Pediatric Health Care 32, no. 6 (November 2018): 534–35. http://dx.doi.org/10.1016/j.pedhc.2018.07.010.

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Kogan, Lori, and Peter Hellyer. "Imposter syndrome in the vet profession." Veterinary Record 184, no. 24 (June 13, 2019): 743.4–744. http://dx.doi.org/10.1136/vr.l4155.

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Hamood, Wendy. "Imposter syndrome and the veterinary profession." Veterinary Record 187, no. 7 (October 2, 2020): 268–70. http://dx.doi.org/10.1136/vr.m3769.

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Dean, Erin. "How to deal with imposter syndrome." Nursing Standard 38, no. 10 (October 4, 2023): 58–59. http://dx.doi.org/10.7748/ns.38.10.58.s19.

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Joseph, Bellal, Esther S. Tseng, Martin D. Zielinski, Christine L. Ramirez, Jennifer Lynde, Kelly M. Galey, Sai Krishna Bhogadi, Khaled El-Qawaqzeh, and Hamidreza Hosseinpour. "Feeling like an imposter: are surgeons holding themselves back?" Trauma Surgery & Acute Care Open 8, no. 1 (August 2023): e001021. http://dx.doi.org/10.1136/tsaco-2022-001021.

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Imposter syndrome is a psychological phenomenon where people doubt their achievements and have a persistent internalized fear of being exposed as a fraud, even when there is little evidence to support these thought processes. It typically occurs among high performers who are unable to internalize and accept their success. This phenomenon is not recognized as an official mental health diagnosis in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition; however, mental health professionals recognize it as a form of intellectual self-doubt. It has been reported that imposter syndrome is predominant in the high-stakes and evaluative culture of medicine, where healthcare workers are frequently agonized by feelings of worthlessness and incompetence. Imposter syndrome can lead to a variety of negative effects. These can include difficulty concentrating, decreased confidence, burnout, anxiety, stress, depression, and feelings of inadequacy. This article will discuss the prevalence of imposter syndrome among surgeons, its associated contributing factors, the effects it can have, and potential strategies for managing it. The recommended strategies to address imposter syndrome are based on the authors’ opinions.

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Kim, Ki-Yeon, and Yong-Hyun Lee. "The Effects of Athletes’ Imposter Syndrome Tendency on Achievement Goal Orientation and Regulatory Focus." Korean Journal of Sport Science 34, no. 3 (September 30, 2023): 444–55. http://dx.doi.org/10.24985/kjss.2023.34.3.444.

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PURPOSE This study aimed to verify the influence of imposter syndrome tendencies in athletes on their achievement goal orientation, and regulatory focus.METHODS Data collected from 413 athletes through surveys were analyzed using SPSS version 27.0 and AMOS version 21.0 to assess reliability and validity, conduct independent sample t-tests, perform correlation analysis, and conduct multiple regression analyses.RESULTS The findings revealed significant sex-based differences in imposter syndrome tendencies, achievement goal orientation, and regulatory focus. Moreover, significant correlations were observed between sub-factors of imposter syndrome, achievement goal orientation, and regulatory focus. Imposter syndrome tendencies had varying effects on achievement goal orientation, with the discount factor significantly influencing approach orientation, the fake factor significantly affecting avoidance orientation, and fear factors significantly impacting self-avoidance. Additionally, imposter syndrome tendencies influenced regulatory focus, as the discount factor significantly affected both promotion focus and prevention focus, while fake and fear factors significantly influenced prevention focus.CONCLUSIONS This study underscores the importance of athletes' imposter syndrome tendencies as significant contributors to psychological variables related to motivation, including achievement goal orientation and regulatory focus.

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Khan, Munsara Khalid, and Khalid Rahim Khan. "Difference in the Characteristics of Imposter Syndrome in Dental Students of Preclinical and Clinical Phase." Journal of Shalamar Medical & Dental College - JSHMDC 2, no. 1 (June 29, 2021): 39–44. http://dx.doi.org/10.53685/jshmdc.v2i1.19.

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Background: People suffering from imposter syndrome despite being competent consider themselves less skillful and incapable. Such individuals are also more prone to regret their choice of career with consequent early drop out, experience burnout, more prone to medical errors, absenteeism and low job satisfaction. The current study aims to determine the difference in the characteristics of imposter syndrome in dental students of preclinical and clinical phase and its gender predisposition. Objectives: 1. To find out the frequency and characteristics of imposter syndrome among dental students. 2. To evaluate the differences in the characteristics of imposter syndrome among dental students of preclinical and clinical year. 3. To determine gender predisposition of imposter syndrome among dental students. Methods: The cross-sectional study was conducted on 138 dental students of CMH Lahore Medical and Dental College. A validated questionnaire (Clance IP Scale) containing 20 items with 5-point Likert scale was used to collect data by convenient sampling technique. The characteristics of IP were determined by adding the scores of all items. Descriptive statistics were done, chi-square applied, p-value <0.05 was considered significant. Results: One hundred and thirty-eight students filled the IP Scale. The frequency of imposter syndrome is found to be 52.1% among Dental Students. Majority (72) of the dental students have frequent to intense imposter feelings. There is non-significant difference in the IP characteristics of male and female students. No significant difference in the characteristics of imposter syndrome is found between dental students of preclinical and clinical year. Conclusions: There frequency of imposter syndrome is high among Dental students. Non-significant difference in the IP characteristics is found between male and female students as well as students of preclinical and clinical year.

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Dixit, Kirti, and Kumar Ashutosh. "IMPOSTER SYNDROME: A COMPARATIVE STUDY BETWEEN GOVERNMENT AND PRIVATE UNIVERSITY STUDENTS." International Journal of Advanced Research 12, no. 08 (August 31, 2024): 216–24. http://dx.doi.org/10.21474/ijar01/19246.

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Imposter syndrome, characterised by chronic self-doubt and fear of being exposed as a fraud, is prevalent among university students. This study aimed to compare the prevalence of imposter syndrome between students in government and Imposter syndrome, characterised by chronic self-doubt and fear of being exposed as a fraud, is prevalent among university students. A total of 120 students (60 from government universities and 60 from private universities) participated, Results indicated that government university students exhibited higher levels of self-handicapping behaviour and perfectionism, and lower levels of self-efficacy, supporting the hypothesis. These findings underscore the need for targeted support systems in government universities to address imposter syndrome. Future research should explore larger, more diverse samples and consider longitudinal designs.

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Martinez, Jessica, and Meredith Forrey. "Overcoming imposter syndrome: the adventures of two new instruction librarians." Reference Services Review 47, no. 3 (August 1, 2019): 331–42. http://dx.doi.org/10.1108/rsr-03-2019-0021.

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Purpose New librarians rarely feel fully prepared for academic library instruction. This could be attributed to many factors in both Master of Library and Information Science programs and work environments. Imposter syndrome or imposter phenomenon is a common way this insecurity manifests. Imposter phenomenon, first defined in 1978, is an individual’s feeling that they will be exposed as a fraud, regardless of how qualified or knowledgeable they actually are. Throughout the first year as new instruction librarians, the authors tracked their experiences with instruction and the imposter phenomenon. This paper aims to illuminate how imposter phenomenon impacts library instruction, provide suggestions for individual librarians and identify what academic libraries can do institutionally to mitigate feelings of fraudulence among their employees. Design/methodology/approach This paper outlines the history and symptoms of imposter phenomenon, focusing on its presence in libraries. The authors draw on existing literature in psychology and library science, their own experience and a survey of 172 librarians. Suggestions for best practices for easing imposter phenomenon are then discussed based on the experiences of the authors and survey respondents. Findings This paper suggests several ways to ease the feelings of imposter phenomenon among those employed in academic libraries. Research limitations/implications This paper is based on the authors’ experiences, as well as a survey of 172 librarians. The survey was self-selecting, so the results may be skewed, but the themes apparent throughout the responses indicate that imposter phenomenon in libraries is pervasive and warrants further research. Practical implications The recommendations presented in this paper will provide new librarians and library administrators with concrete ways to identify and ameliorate imposter phenomenon among new instruction librarians. Originality/value Though imposter phenomenon has gained popular attention in wider society, extant research has not sufficiently addressed its role in the realm of academic library instruction. Given that most MLIS programs focus on theory rather than practice, finding ways to give new instruction librarians confidence in their positions is an area of research that warrants more exploration.

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Tomar, Gyanendri, Prachi Arya, and Sheetal Panwar. "A DESCRIPTIVE CORRELATIONAL STUDY TO ASSESS THE IMPACT OF IMPOSTER SYNDROME ON BURNOUT AMONG CURRENTLY WORKING EMPLOYEES." International Journal of Advanced Research 11, no. 01 (January 31, 2023): 01–08. http://dx.doi.org/10.21474/ijar01/16211.

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Background: People with Imposter Syndrome often feel they need to over-work and over-deliver on projects to avoid being found out. Researchers have identified a number of factors contributing to the emergence of Impostorism, including perfectionism and family environment. Objective: Thus this article studies the Correlation between Imposter Syndrome and Burnout among working people. Research Design: A correlational research design was used to evaluate the direction of the relationship between Imposter Syndrome and burnout.Data related toimposter Syndrome was collected by using the CIPs Scale and related to burn was gathered by using MBI Scale among curren employees at Dehradun, Uttarakhand (2022). Methodology: 50 employees who satisfied the inclusion criteria were selected as a sample by using a Non-probability sampling technique. An inventory containing a questionnaire was given to them after consent i.e. taken from each employeebefore the study. A linear approach i.e. linear regression was used to modeling the relationship between Imposter Syndrome and Burnout. Results: The major findings of Regression statistics Multiple R (0.848771) indicates a strong relationship between imposter syndrome and burnout and Analysis of variance shows a good model of regression at alpha 0.05. P value (0.000170653) is less the value at the o.o5 level of significance is less, so the null hypothesis is rejected. Conclusion: The results revealed that there was a positive correlationbetween Imposter Syndrome and Burnout among employees.

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Alsaleem, Lara, Nada Alyousef, Zaina Alkaff, Lujane Alzaid, Reema Alotaibi, and Shaffi Ahamed Shaik. "Prevalence of Self-Esteem and Imposter Syndrome and Their Associated Factors among King Saud University Medical Students." Journal of Nature and Science of Medicine 4, no. 3 (July 2021): 226–31. http://dx.doi.org/10.4103/jnsm.jnsm_167_20.

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Objectives: Our objectives are to estimate the prevalence of self-esteem and imposter syndrome, to compare their prevalence between genders and different academic years, and to determine their associated factors among King Saud University (KSU) medical students. Methods: Our study is a quantitative analytical cross-sectional study. Data were collected on the KSU campus. Participants in this research are KSU medical students including males and females from 1st to 5th year, with a sample size of 502. A stratified random sampling design was used. Data were collected through a self-administered questionnaire that includes the Young imposter scale, Rosenberg self-esteem scale, and sociodemographic factors. Results: The prevalence of low self-esteem and positive imposter syndrome is 23.6% and 42.1% (n = 573), respectively. There is a positive correlation between low self-esteem and positive imposter syndrome. There is a significant association between self-esteem and gender, mother's education, and Grade Point Average (GPA). Imposter syndrome is significantly associated with gender. Conclusion: Low self-esteem and positive imposter syndrome are prevalent among medical students, especially in the first few years and particularly in female students. These issues affect the mental health of medical students and thus need to be addressed to possibly improve the educational system.

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Journal articles on the topic 'Imposter Syndrome'

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