Imposter Phenomenon and Its Predictors in Saudi ENT Specialists: A Cross-Sectional Study.

Background Impostor syndrome (IS) is characterized by an ongoing disbelief in the authenticity of one's accomplishments, attributing success to luck rather than to one's own ability or hard work. The syndrome has detrimental consequences in both personal and career aspects and is closely linked to emotional exhaustion, stress, and depressive symptoms. This study aimed to determine the prevalence of IS among otolaryngologists practicing in Saudi Arabia. Methods We performed a cross-sectional survey from August to October 2022 that targeted both practicing otolaryngologists and those still in their training phase in Saudi Arabia. The survey, delivered via email, tapped into the Saudi Commission for Health Specialties (SCFHS) database to reach all registered otolaryngologists. The survey tool comprised questions on demographic details and employed the Clance Impostor Phenomenon (IP) Scale to evaluate the presence of IS. Results Out of 80 respondents, males (n = 46) were 57.5%, and 18.8% were consultants (n =15). The study found a 27.5% prevalence rate of IS among the surveyed otolaryngologists (n =80), with a mean score of 56.79 ± 12.98. In terms of severity, 62.5% (n = 50) had a moderate level of IS, 25.0% (n = 20) had high IS, and 5.0% (n = 4) had intense IS. It was significantly more common with resident otolaryngologists as compared to consultants (X2 = 7.476, df = 3; p = 0.048), but there was no significant association in terms of gender (X2=3.418, df =1; p = 0.064), type of hospital (X2= 6.351, df = 3; p = 0.096), or fellowship subspecialty (X2= 2.291, df = 4; p = 0.681). Conclusions The study detected that 36.9% of otolaryngologists (n = 17) experienced IS, with trainees being more susceptible than consultants and fellows. Further investigations to explore the scope and underlying reasons are recommended.

The prevalence of impostor phenomenon and its association with burnout amongst urologists.

OBJECTIVES: To characterise the prevalence of impostor phenomenon (IP; tendency for high-achieving individuals to perceive themselves as fraudulent in their successes) amongst attending staff in urology, to identify variables that predict more severe impostorism, and to study the association of IP with burnout. SUBJECTS AND METHODS: A survey composed of the Clance Impostor Phenomenon Scale (CIPS), demographic information, practice details, and burnout levels was e-mailed to urologists via urological subspecialty societies. Survey results were analysed to identify associations between IP severity, survey respondent characteristics, and symptoms of professional burnout. This study was conducted in the United States of America. RESULTS: A total of 614 survey responses were received (response rate 11.0%). In all, 40% (n = 213) of responders reported CIPS scores qualifying as either 'frequent' or 'intense' impostorism (i.e., scores of 61-100). On multivariable analysis, female gender, fewer years in practice (i.e., 0-2 years), and lower academic rank were all independently associated with higher CIPS scores (adjusted P < 0.05). Regarding burnout, 46% of responders reported burnout symptoms. On multivariable analysis, increase in CIPS score was independently associated with higher odds of burnout (odds ratio 1.06, 95% confidence interval 1.04-1.07; P < 0.001). CONCLUSION: Impostor phenomenon is prevalent in the urological community and is experienced more severely in younger and female urologists. IP is also independently associated with burnout. Increased female representation may improve IP amongst our female colleagues. More work is needed to determine strategies that are effective in mitigating feelings of IP and professional burnout amongst urologists, particularly those earlier in their careers.

Unmasking impostor phenomenon: a study of nurses in specialist roles.

This cross-sectional study aimed to explore the incidence of impostor phenomenon among 79 nurses in specialist roles in a single NHS trust in England, using an online anonymous questionnaire that included the Clance Imposter Phenomenon Scale and free-text responses. Results indicated a high prevalence of impostor phenomenon, with no specific variables predicting its occurrence. Four main themes emerged: self-doubt, role expectations, fear of exposure as an impostor, and factors leading to burnout. The study highlights the need for targeted support and training for this cohort, particularly as impostor phenomenon was found to be prevalent during career transitions and was not limited by gender. The findings have implications for nursing management and education, offering the opportunity to develop specific support mechanisms to alleviate impostor phenomenon and potentially reduce attrition rates in specialist nursing roles.

Impostor Phenomenon in Racially/Ethnically Minoritized Groups: Current Knowledge and Future Directions.

In recent years there has been a surge of research conducted on the impostor phenomenon, with approximately half of all impostor phenomenon articles being published between 2020 and 2022 and growing interest in understanding how the impostor phenomenon affects racially and ethnically minoritized individuals. Questions around intersectionality remain about how to apply the impostor phenomenon to the experiences of minoritized individuals. In this review, we revisit the historical context of the impostor phenomenon. We address issues of nomenclature and current controversies regarding whether the impostor phenomenon (a) blames the victim, (b) should be included in the Diagnostic and Statistical Manual of Mental Disorders (DSM), and (c) is beneficial for individuals. In addition, we address the limitations of current research on racially and ethnically minoritized individuals, especially women of color. Finally, we conclude by discussing the need for a reconceptualized racialized impostor phenomenon as well as the need to establish new impostor phenomenon measures, conduct more quantitative research with diverse samples, and create culturally tailored interventions.

Educational interventions for imposter phenomenon in healthcare: a scoping review.

BACKGROUND: Imposter Phenomenon (IP) is a subjective feeling of intellectual fraudulence and self-doubt experienced by individuals in goal-orientated high-achieving professions. The impact of IP within healthcare has been associated with individual physical and mental health and concerns around training, career progression and DEI at an institutional level. To effectively address IP in healthcare, this scoping review aims to explore educational interventions designed to empower high-achieving individuals with the tools needed to confront and overcome IP. METHODS: The scoping review adhered to a predetermined protocol informed by the JBI methodology and PRISMA-ScR guidelines in order to identify educational interventions addressing IP in high-achieving industries. Articles were searched across multiple databases, including MEDLINE (Ovid), PsychINFO, SCOPUS, and Web of Science, alongside grey literature, without imposing any time constraints. A systematic approach including a thematic analysis allowed for a nuanced exploration and interpretation of the identified educational interventions and their impact on addressing IP. RESULTS: Seventeen articles were incorporated into the review, with the majority originating from the USA and majority being published since 2020. Ten studies targeted healthcare professionals, undergraduate and postgraduate healthcare students. Majority of studies aimed at addressing IP, featured a larger number of female participants than males. Workshops with self-reflection and group-guided exercises to overcome IP were the most popular educational interventions. Coaching and structured supervision were also suggested. Across all papers, three themes emerged for coping strategies: individual, peer-to-peer, and institutional. CONCLUSIONS: This scoping review suggests how group and individual interventions such as workshops, small group discussions and coaching can be used to overcome IP in healthcare. Institutional changes like diversity promotion, supervisor education, and support networks are crucial in addressing IP. Further long term and speciality specific assessments are needed to measure impact. Overall, the review highlights how educational awareness and a variety of strategies can be implemented to create a supportive environment for professionals dealing with IP, promoting their well-being and success.

Why We Should Stop Trying to Fix Women: How Context Shapes and Constrains Women's Career Trajectories.

In this review we examine two classes of interventions designed to achieve workplace gender equality: (a) those designed to boost motivations and ambition, such as those that aim to attract more women into roles where they are underrepresented; and (b) those that try to provide women with needed abilities to achieve these positions. While such initiatives are generally well meaning, they tend to be based upon (and reinforce) stereotypes of what women lack. Such a deficit model leads to interventions that attempt to "fix" women rather than address the structural factors that are the root of gender inequalities. We provide a critical appraisal of the literature to establish an evidence base for why fixing women is unlikely to be successful. As an alternative, we focus on understanding how organizational context and culture maintain these inequalities by looking at how they shape and constrain (a) women's motivations and ambitions, and (b) the expression and interpretation of their skills and attributes. In doing so, we seek to shift the interventional focus from women themselves to the systems and structures in which they are embedded.

Impostor phenomenon traits in radiography students: Findings from a UK pilot survey.

INTRODUCTION: Impostor Phenomenon (IP) includes feelings of being a fraud, which can be associated with high anxiety levels. Research suggests healthcare students on clinical placement report high levels of anxiety. This study aimed to explore radiography students' (diagnostic and therapeutic) IP traits within the United Kingdom (UK). METHODS: The pilot study used a mixed-method online survey, applying the Clance Impostor Phenomenon Scale (CIPS). Internal student recruitment used the university virtual learning environment (VLE), and external UK recruitment used social media with a convenience sampling method. The survey included demographic questions (gender, age, year of study, course). The statistical analysis used the Kruskal-Wallis test for the quantitative responses and content analysis of the qualitative responses. RESULTS: The survey received n = 92 responses; 77% were found to have frequent or intense IP traits. No significant differences were identified by age (p = 0.46) or radiography programme (diagnostic or therapeutic) (p = 1.00). The year of study demonstrated a significant difference (p = 0.01), with second-year students scoring a higher CIPS score (78.56) than first and third years (72.41 and 66.17, respectively). There was also a significant difference between males and females surveyed (p = 0.001). The thematic analysis highlighted that the clinical placement environment, prior IP knowledge, feelings of not belonging, and being an older/mature student increased IP feelings. CONCLUSION: Both therapeutic and diagnostic students returned a high CIPS score >70, demonstrating that IP traits were present in the sample of survey responses. Although being an older/mature student was a subtheme in qualitative responses, the quantitative data displayed no statistical difference amongst the CIPS scores by age. A significant difference between males and females surveyed (p = 0.001) and year of study (p = 0.01) was found with second years students scoring higher (mean CIPS score of 75.56) than first and third-year students (72.41 and 66.17, respectively). The qualitative responses further suggested as clinical placement experiences increased, feelings of IP decreased. IMPLICATIONS FOR PRACTICE: Educational intervention methods such as workshops may assist radiography students in identifying and coping with IP traits before their first clinical placement.

The Prevalence of Impostor Phenomenon in Medical Students in Slovenia: Effects of Gender, Year of Study, and Clinical Work Experience.

Phenomenon: Impostor syndrome (IS) is manifested in the fear of failing and being exposed as incompetent, despite exceptional professional performance. IS has been recognized in many professions, including medicine. Understanding IS prevalence and risk factors is critical to ensure the well-being of medical students and, by extension, future physicians. Approach: It was expected that IS is highly prevalent in medical students, higher in women and associated with year of study and prior clinical experience. The Clance Impostors Phenomenon Scale (CIPS) was used to collect the responses from of medical students in May 2023. Questionnaires were distributed online to both public medical faculties in Slovenia. Findings: 207 medical students (157 women, 50 men; mean age: 23.2 ± 2.6 years) completed the questionnaire (response rate = 13.1%). Women exhibited higher CIPS scores (66.0 ± 13.9) compared to men (58.8 ± 15.1) (p = 0.005). Neither age (r = 0.05; p = 0.464) nor year of study (r = 0.03; p = 0.653) was correlated with CIPS score. There were also no differences in CIPS score between students with (63.4 ± 15.2) and without (64.7 ± 13.9) prior clinical work experience (p = 0.531). Insights: The results of the present study suggest that IS can occur at any stage of medical education, with a slightly higher prevalence in women. This study contributes to the understanding of IS among medical students and calls for addressing environmental factors and taking supportive measures to mitigate the impact of IS and promote medical students' well-being and success.

Exploring Factors Affecting Impostor Syndrome among Undergraduate Clinical Medical Students at Chiang Mai University, Thailand: A Cross-Sectional Study.

Impostor syndrome is a psychological condition that inhibits individuals' ability to recognize their achievements such that they fear being exposed as forgers. It is common in medical students, particularly in the early stages of clerkship training while transitioning from preclinical to clinical training. This cross-sectional study assessed the prevalence and associated factors of the imposter phenomenon among medical clinical students using the Clance Impostor Phenomenon Scale (CIPS), focusing on sociodemographic characteristics, mental health status, and occurrence of the impostor phenomenon. Out of 228 undergraduate clinical-year medical students, 108 (47.4%) reported experiencing the impostor phenomenon. The results from the multivariable analysis showed that high levels of stress (adjusted odds ratio = 2.315; 95% confidence interval = 1.105-4.853), anxiety (6.462; 1.374-30.392), and depression (4.219; 1.448-12.290) were significantly associated with an increased risk of experiencing the impostor phenomenon. We found no difference between participants in the early or later years of clerkship training. The study highlights the prevalence of impostor syndrome among medical students and its link to mental health issues. Addressing this issue through education, mentorship, systemic problem solving, normalizing failure, and monitoring and treating mental health issues could help students reach and realize their full educational and professional potential.

Impostor phenomenon and ambiguity tolerance in practicing physical therapists: an exploratory correlational study.

Objectives: Investigate the prevalence and contextualize the relationship of impostor phenomenon (IP) and ambiguity tolerance (AT) in practicing physical therapists (PTs). Methods: Online survey including demographic questions, Clance Impostor Phenomenon Scale (CIPS), and Tolerance of Ambiguity Scale (TAS).  Descriptive analyses assessed (N = 422) demographic data, CIPS, and TAS scores. Chi-square tests determined distribution across demographic variables.  Kruskal-Wallis tests assessed differences between CIPS and TAS.  Age was a proxy for career stage in Pearson product-moment correlations to assess relationships between CIPS and TAS. Results: In practicing PTs (M age = 42.12, SD = 12.34), moderate (48.6%; n = 205) to frequent (26.8%; n = 113) IP feelings were prevalent, but only 31.5% (n = 133) were true impostors.  Significant differences exist in clinical experience for CIPS, H(7, n = 422) = 67.82, p <.001 and TAS, H(7, n = 422) = 21.79, p= .003. Most PTs tolerate ambiguity (M = 54.93, SD = 8.19).  A moderate negative correlation between age and CIPS, r = -.36, p <.001 and a small negative correlation between age and TAS, r=-.19, p <.001 exists. Age accounts for 13% of the variance per IP and 3.6% variance per TAS score.  A small positive relationship exists between CIPS and TAS, r = .10, p <.05. Conclusions: Practicing PTs experience moderate to frequent IP and are ambiguity tolerant.  Clinical experience is inversely related to IP and AT.  Almost half of early-career PTs feel like impostors, which can lead to decreased job satisfaction, burnout, psychological distress, feelings of self-doubt, and depression.

Twelve tips for recognizing and supporting medical learners experiencing impostorism.

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.

Investigating Impostorism Among Undergraduate Medical Students at Sultan Qaboos University: A Questionnaire-Based Study.

Background Imposter syndrome or phenomenon (IP) is a behavioral phenomenon observed in successful individuals where they fail to recognize and internalize their achievements. It is often accompanied by feelings of self-doubt, anxiety, depression, and worries of being exposed as frauds, with the impostors often attributing their achievements to external factors like good luck and timing. The presence of IP among medical students is gaining more attention, with studies reporting a strong association with burnout phenomenon, anxiety, and depression. Objectives This study sought to determine the prevalence of IP among Omani medical students and classify the levels of severity among the sample. Methodology This was a cross-sectional, observational study conducted at a public university in Muscat, Oman. The Clance Impostor Phenomenon Scale (CIPS), a validated publicly available questionnaire, was used to determine whether students exhibited impostorism. Students who scored 63 or higher in the CIPS were classified as impostors. In addition, students were also classified based on the severity of their impostorism. As per the CIPS, scores between 41 and 60 indicate mild impostorism, scores between 61 and 80 indicate moderate impostorism, and finally scores between 81 and 100 indicate severe impostorism. Results A total of 276 students participated (M 34%, F 66%), of which 144 (52.2%) were found to have IP with 12.7% exhibiting severe impostorism.  Conclusion The results show that IP is present in significant frequencies among medical students; further studies are needed to address this problem.

Survey Highlighting Impostor Phenomenon (SHIP): Evaluating the Prevalence of Impostor Phenomenon Among Physicians in a Military Treatment Facility.

OBJECTIVES: Impostor Phenomenon (IP) describes feelings of distrust in one's own capabilities or accomplishments. This experience exists across many professional settings, affecting men and women across diverse backgrounds. IP has not been studied within a military health system. The purpose of this study was to evaluate the prevalence of IP among physicians at a military hospital. METHODS: An online survey was constructed incorporating the Clance Impostor Phenomenon Scale (CIPS) and demographic data. All physicians at the institution received the survey link via email and the survey remained open for 1 month for completion. Multivariable analysis was performed to identify significant differences among groups as well as characteristics associated with IP. Exploratory factor analysis was used to examine the factor structure of the CIPS. RESULTS: The response rate was 25% (94/376). Forty-one respondents (44.1%) had CIPS scores ranging between 41 and 60, classifying the respondent as having moderate IP experiences. Differences in scores were noted for age and years of experience (both P < .01). No differences were noted based on gender, self-reported race/ethnicity, or surgical versus nonsurgical specialty. Active-duty respondents had a mean IP score of 62 (SD = 16) and civilian respondents had a mean IP score of 49 (SD = 12, P < .01). CONCLUSION: With nearly half (46.3%) of respondents reporting frequent or intense IP experiences, this study underscores the pervasiveness of the issue and indicates concordance with previously published data. IP is not limited to certain subgroups or gender identity but rather is a common issue which may negatively affect a physician's well-being.

Behavioral and psychosocial factors related to mental distress among medical students.

Introduction: Physicians die by suicide at rates higher than the general population, with the increased risk beginning in medical school. To better understand why, this study examined the prevalence of mental distress (e.g., depressive symptoms and suicide risk) and behavioral and psychosocial risk factors for distress, as well as the associations between mental distress and risk factors among a sample of medical students in a pre-COVID-19-era. Methods: Students enrolled in a large California medical school in 2018-2019 (N = 134; 52% female) completed questionnaires assessing sociodemographic characteristics, depression and suicide family history, health behaviors, and psychosocial wellbeing. Assessment scores indexing mental distress (e.g., depressive symptoms, thoughts of suicide in the past 12 months, suicide risk, and history of suicidality) and risk factors (e.g., stress, subjective sleep quality, alcohol use, impostor feelings, and bill payment difficulty) were compared across biological sex using chi-squared tests, and associations between mental distress and risk factors were determined through logistic regression. Results: Elevated mental distress indicators were observed relative to the general public (e.g., 16% positive depression screen, 17% thought about suicide in previous 12 months, 10% positive suicide risk screen, and 34% history of suicidality), as well as elevated risk factors [e.g., 55% moderate or high stress, 95% at least moderate impostor feelings, 59% poor sleep quality, 50% screened positive for hazardous drinking (more likely in females), and 25% difficulty paying bills]. A positive depression screen was associated with higher stress, higher impostor feelings, poorer sleep quality, and difficulty paying bills. Suicidal ideation in the previous 12 months, suicide risk, and a history of suicidality were independently associated with higher levels of impostor feelings. Discussion: Higher scores on assessments of depressive symptoms and suicidal thoughts and behaviors were related to several individual-level and potentially modifiable risk factors (e.g., stress, impostor feelings, sleep quality, and bill payment difficulties). Future research is needed to inform customized screening and resources for the wellbeing of the medical community. However, it is likely that the modification of individual-level risk factors is limited by the larger medical culture and systems, suggesting that successful interventions mitigate suicide risk for medical providers need to address multiple socio-ecological levels.

Identity influences on medical students' orientation to feedback during third year clinical rotations.

Medical students' feedback orientation (their attitudes about and preferences for feedback from preceptors) may change over the course of the third year of medical school and is likely influenced by identity-related factors. This study proposed that both how students view themselves personally (i.e., impostor syndrome) and how they view themselves in relation to the group (i.e., identification with the profession) are identity factors related to related to feedback orientation during clinical rotations. 177 third-year medical students enrolled in a four-phase longitudinal survey study beginning at the start of clinical rotations and continuing every twelve weeks of the academic year thereafter. Feedback orientation was conceptualized and measured as comprising aspects of utility (i.e., feedback is valuable and useful), sensitivity (i.e., feeling intimidated or threatened by corrective feedback), confidentiality (i.e., public/private context of feedback), and retention (i.e., feedback remembered). Results indicated that these aspects of feedback orientation did not significantly change during the third year. Instead, impostor syndrome was at least marginally, significantly associated with all aspects of feedback orientation across phases. Group identity was associated with feedback utility and retention, and female-identifying students reported significantly greater feedback confidentiality and feedback retention. Interventions may be needed to improve medical students' attitudes about feedback, particularly for those who experience impostor syndrome. Fostering group cohesion among medical students may influence how well students remember feedback and find it useful.

Medical Students and the Impostor Phenomenon: A Coexistence Precipitated and Perpetuated by the Educational Environment?

People who experience the impostor phenomenon have intense thoughts of fraudulence regarding their intellect or professional activities. This perception of illegitimacy leads sufferers to believe that success in their lives is attributable to some form of error. Despite the phenomenon having been thoroughly researched in a plethora of professional and educational environments, there remains a relative lack of insight into the impostor phenomenon amongst medical students. This research aimed to better understand the relationship between medical students and the impostor phenomenon, and subsequently to investigate whether their coexistence is precipitated and perpetuated by the educational environment. A cross-sectional study of medical students was conducted using a pragmatist approach, integrating quantitative and qualitative data, via a questionnaire, focus groups and interviews. The main quantitative measure used was the validated Clance Impostor Phenomenon Scale (CIPS), where higher scores indicate more marked impostor experiences. A total of 191 questionnaire responses were received, and 19 students attended a focus group or interview. The average CIPS score for the cohort was 65.81 ± 13.72, indicating that the average student had "frequent" impostor experiences. Of note, 65.4% of students were classed as having "clinically significant" impostor experiences and females scored 9.15 points higher than males on average (p < 0.0001). Examination rankings were frequently cited as a major contributing factor to students' impostor feelings, and data revealed an increase of 1.12 points per decile that a student drops down the rankings (p < 0.05). Students' quotes were used extensively to underpin the quantitative data presented and offer an authentic insight into their experiences. This study provides new insights and contributes to our understanding of the impostor phenomenon amongst medical students, and eight recommendations for practice are presented, which are intended to provide medical schools with opportunities for pedagogical innovation. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-022-01675-x.

Síndrome do Impostor: Desafios e Prevenções / Síndrome del impostor: Desafíos y Prevenciones / Síndrome do Impostor: Desafios e Prevenções

The imposter syndrome is an emerging phenomenon that requires immediate attention from researchers and health professionals. This phenomenon is characterized by an inability to internalize one's status and success, and therefore has significant potential to adversely affect personal and professional development. The literature has presented a range of challenges related to the impostor syndrome in the field of education and medicine from several case studies. As far as is known, these studies are not concerned with proposing means of preventing the development and minimizing the impacts of the syndrome. This study aims to investigate the challenges and types of prevention of IS that are being proposed by the literature. The investigation was carried out through a systematic mapping through Kitchenham's guidelines, without a period and a specific target audience. 14 articles were analyzed, which included: there are challenges in the academic and professional context, specifically in the health area; and as prevention of IS, 5 studies of the 12 primary ones included the following types of prevention: health and well-being program; two workshops; and group coaching program. It is hoped that this study can contribute as a warning about the lack of strategies, approaches and planning for the prevention of the Impostor Syndrome, in addition to engaging public and private health organizations to prioritize the public and mental health of the human population.

El síndrome del impostor es un fenómeno emergente que requiere atención inmediata por parte de investigadores y profesionales de la salud. Este fenómeno se caracteriza por la incapacidad de internalizar el estado y el éxito propios y, por lo tanto, tiene un potencial significativo para afectar negativamente el desarrollo personal y profesional. La literatura ha presentado una gama de desafíos relacionados con el síndrome del impostor en el campo de la educación y la medicina a partir de varios estudios de casos. Hasta donde se sabe, estos estudios no se preocupan por proponer medios para prevenir el desarrollo y minimizar los impactos del síndrome. Este estudio tiene como objetivo investigar los desafíos y los tipos de prevención de SI que están siendo propuestos por la literatura. La investigación se llevó a cabo a través de un mapeo sistemático a través de las pautas de Kitchenham, sin un período y un público objetivo específico. Se analizaron 14 artículos, que incluyeron: hay desafíos en el contexto académico y profesional, específicamente en el área de la salud; y como prevención de SI, 5 estudios de los 12 primarios incluyeron los siguientes tipos de prevención: programa de salud y bienestar; dos talleres; y programa de coaching grupal. Se espera que este estudio pueda contribuir como una alerta sobre la falta de estrategias, enfoques y planificación para la prevención del Síndrome del Impostor, además de involucrar a las organizaciones de salud públicas y privadas para priorizar la salud pública y mental de la población humana.

A síndrome do impostor é um fenômeno emergente que requer atenção imediata dos pesquisadores e profissionais de saúde. Este fenômeno é caracterizado pela incapacidade de internalizar o próprio status e sucesso, e, portanto, tem um potencial significativo para afetar adversamente o desenvolvimento pessoal e profissional. A literatura tem apresentado uma gama de desafios da síndrome do impostor relacionados na área da educação e área médica a partir de diversos estudos de casos. Até onde se sabe, esses estudos não se preocupam em propor meios de prevenção para o desenvolvimento e minimização de impactos da síndrome. Este estudo tem por objetivo investigar os desafios e os tipos de prevenção da SI que estão sendo propostos pela literatura. A investigação foi realizada por meio de um mapeamento sistemático através das orientações de Kitchenham, sem um período e um público alvo específico. Foram analisados 14 artigos, dos quais constaram: há desafios no contexto acadêmico e profissional, especificamente na área da saúde; e como prevenção da SI, 5 estudos dos 12 primários constaram os seguintes tipos de prevenção: programa de saúde e bem-estar; dois workshops; e programa de coaching em grupo. Espera-se que este estudo possa contribuir como um alerta sobre a ausência de estratégias, abordagens e planejamento para a prevenção da Síndrome do Impostor, além de engajar as organizações de saúde pública e privada a priorizar a saúde pública e mental da população humana. 

An Evaluation of Impostor Phenomenon in Data Science Students.

Impostor Phenomenon (IP), also called impostor syndrome, involves feelings of perceived fraudulence, self-doubt, and personal incompetence that persist despite one's education, experience, and accomplishments. This study is the first to evaluate the presence of IP among data science students and to evaluate several variables linked to IP simultaneously in a single study evaluating data science. In addition, it is the first study to evaluate the extent to which gender identification is linked to IP. We examined: (1) the degree to which IP exists in our sample; (2) how gender identification is linked to IP; (3) whether there are differences in goal orientation, domain identification, perfectionism, self-efficacy, anxiety, personal relevance, expectancy, and value for different levels of IP; and (4) the extent to which goal orientation, domain identification, perfectionism, self-efficacy, anxiety, personal relevance, expectancy, and value predict IP. We found that most students in the sample showed moderate and frequent levels of IP. Moreover, gender identification was positively related to IP for both males and females. Finally, results indicated significant differences in perfectionism, value, self-efficacy, anxiety, and avoidance goals by IP level and that perfectionism, self-efficacy, and anxiety were particularly noteworthy in predicting IP. Implications of our findings for improving IP among data science students are discussed.