Educational interventions for imposter phenomenon in healthcare: a scoping review

• Published in: BMC medical education Vol. 24; no. 1; p. 43
• Main Authors: Siddiqui, Z Kamran, Church, H R, Jayasuriya, R, Boddice, T, Tomlinson, J
• Format: Journal Article
• Language: English
• Published: England BioMed Central Ltd 08.01.2024; BioMed Central; BMC
• Subjects: Academic Achievement; Analysis; Anxiety Disorders; Coaching; Coping; Dentistry; Doctoral Dissertations; Educational Status; Emotions; Environmental Influences; Family Counseling; Female; Females; Group Therapy; Health care industry; Humans; Imposter phenomenon; Impostor phenomenon; Impostor syndrome; Inclusion; Information Seeking; Internal Medicine; Intervention; Male; Males; Management; Medical education; Mental health; Meta Analysis; Methods; Modeling (Psychology); Nursing; Professional Identity; Professionals; Psychotherapy; Resistance (Psychology); Search Strategies; Stereotypes; Students; Study and teaching; Systematic review; Teaching Methods; Transmission Control Protocol/Internet Protocol (Computer network protocol); Workshop; Workshops; United Kingdom; Intervention; Impostor syndrome; Workshop; Coaching; Imposter phenomenon
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-023-04984-w

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. 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. 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. 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.