Impostor syndrome is prevalent among undergraduate nursing and medical students. Resilience is the ability to adapt and rebound from challenges, which is crucial for student well-being and academic success. Exploring the connection between impostor syndrome and resilience is essential to support students effectively. This cross-sectional study investigated the relationship between resilience and impostor syndrome among undergraduate nursing and medical students at King Saud Bin Abdulaziz University for Health Sciences. A total of 300 students were recruited using a convenience sample and completed self-reported questionnaires assessing resilience and impostor syndrome between September 2022 and March 2023. Various bias mitigation strategies were employed to ensure data accuracy and reliability, such as anonymous data collection and validated scales. The results indicated that less than half of the participants experienced impostor syndrome. Among nursing students, 41.7% were classified as severe, 37.7% as moderate, and 13.0% as intense impostors. For medical students, 4.6% were mild, 4.6% moderate, 4.5% severe, and 4.5% intense impostors. Mean resilience scores were 24.3 ± 7.15 for nursing students and 25.6 ± 7.22 for medical students. A significant negative correlation was found between resilience and impostor syndrome scores (r = -0.220, < .001). Regression analysis indicated that resilience significantly predicted impostor syndrome, with higher resilience associated with lower levels of impostor syndrome. These findings highlight the importance of resilience in mitigating impostor syndrome among nursing and medical students. Building resilience through interventions may be beneficial in promoting student well-being and academic success. Future research should explore the effectiveness of such interventions and identify other factors contributing to impostor syndrome among healthcare students.
Download full-text PDF |
Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11611063 | PMC |
| http://dx.doi.org/10.25122/jml-2024-0160 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Background: This study aimed to assess the correlation between the impostor phenomenon and the level of academic self-efficacy. The secondary aim was to determine the sociodemographic variables affecting these two conditions. Based on the acquired findings, it is possible to take supportive and preventive measures.
View Article and Find Full Text PDFImpact of an Online Group-Coaching Program on Ambulatory Faculty Physician Well-Being: A Randomized Trial.
J Am Board Fam Med
December 2024
From the University of Colorado, School of Medicine, Aurora, CO (TF, CR, CK, JC, PST, MK, AM); Division of General Internal Medicine, Department of Medicine, University of Colorado Anschutz, Medical Campus, Aurora, CO (TF); Department of Family Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO (CR, CK, JC, MK); Department of Psychiatry, University of Colorado Anschutz Medical Campus, Aurora, CO (PST); Division of Hospital Medicine, Department of Medicine, University of Colorado Anschutz Medical, Campus, Aurora, CO (AM); Veterans' Health Administration, Eastern CO Health Care System, Aurora, CO (AM).
Background: Physician burnout contributes to distress, turnover, and poor patient outcomes. Evidence suggests individual professional coaching may mitigate burnout but is costly and time intensive. Group coaching evidence is lacking.
View Article and Find Full Text PDFImposter Syndrome in Veterinary Education? How Knowledge and Confidence Affect Treatment of Canine Atopic Dermatitis.
J Vet Med Educ
December 2024
Royal (Dick) School of Veterinary Studies, Easter Bush Campus, The University of Edinburgh, Roslin, EH25 9RG, UK.
Anecdotal data suggest that clinicians can be confused about the indications, advantages, and disadvantages of treatment options for canine atopic dermatitis (CAD). This may be due to the varying levels of knowledge and confidence among clinicians at different stages of their training and careers. A lack of evidence-based studies of confidence when applying knowledge in veterinary education inspired this research.
View Article and Find Full Text PDFDeconstructing imposter syndrome among BIPOC genetic counseling students: Insights from a longitudinal qualitative study.
J Genet Couns
December 2024
Department of Obstetrics and Gynecology, Boston University Chobanian & Avedisian School of Medicine, Boston, Massachusetts, USA.
"Imposter syndrome" is a term used to describe feelings of pervasive self-doubt despite evident success. It is the lay version of "imposter phenomenon," a concept that was proposed as an explanation for why highly accomplished (mostly white and middle- to upper-class) women persisted in believing that their success was due to luck or a mistake despite evidence to the contrary. However, the experience of imposter syndrome in genetic counseling, particularly among Black, Indigenous, and People of Color (BIPOC) individuals, remains underexplored.
View Article and Find Full Text PDFExamining the Impact of Moral Injury on Burnout, Impostor Syndrome, and Low Self-Compassion Among Female Medical Trainees: A Secondary Analysis.
Mayo Clin Proc
December 2024
Division of General Internal Medicine, School of Medicine, University of Colorado Anschutz Medical Campus, Aurora.
Article Synopsis
- A study analyzed data from over 1,000 female physician trainees to investigate the prevalence of moral injury and its links to burnout, impostor syndrome, and self-compassion.* -
- Results showed that 76.2% of participants experienced moral injury, significantly correlating with increased burnout, emotional exhaustion, and feelings of impostor syndrome, as well as lower self-compassion.* -
- The findings suggest a pressing need for effective interventions to address moral injury among medical trainees in order to improve their overall well-being.*
Want AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!