Twelve tips for recognizing and supporting medical learners experiencing impostorism

Abstract

The resurgence of studies focused on the Impostor Phenomenon (IP) demonstrates a need for greater understanding of the construct as well as strategies to limit the negative conditions that arise from it. To help address this need, the following twelve tips offer perspectives and suggested approaches for educators to assist medical learners with IP during clinical training. A review of the medical literature and the authors’ experiences supplies the following information, organized first by etiology and diagnosis followed by management and special considerations. These tips provide insight into the multifaceted aspects of IP and offer suggestions for support at the individual and institutional levels. With proper monitoring and personalized guidance, educators can assist learners in breaking the cycle of negative thoughts and behaviors to achieve confidence in their professional identity and competence in their clinical skills.

Keywords:

• Imposter phenomenon
• student wellness
• professional identity
• impostor syndrome

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Anandpall Singh Rehsi

Anandpall Singh Rehsi, M.D., is a PGY-1 resident in Family Medicine at the USF Health Morsani College of Medicine. He earned a B.S. in Biomedical Sciences and a B.A. in Music Studies at the University of South Florida, as well as his M.D. at the USF Health Morsani College of Medicine. His research interests include topics on medical education along with lifestyle and medical management of health.

Kelly E. McCarthy

Kelly E. McCarthy, PhD MBA, is an Assistant Professor and Director for Assessment and Evaluation at the USF Health Morsani College of Medicine where she oversees faculty effort reporting, data analytics, and the management of clinical knowledge assessments and clinical evaluation systems.