Impostorism in American Medical Students During Early Clinical Training: Gender Differences and Intercorrelating Factors

Overview

Journal Int J Med Educ

Specialty Medical Education

Date 2020 May 2

PMID 32356519

Citations 12

Authors

Beth Levant

Jennifer A Villwock

Ann M Manzardo

Affiliations

Soon will be listed here.

Abstract

Objectives: This study examined the incidence and severity of impostorism in third-year medical students as they transitioned from the preclinical to clinical phases of training.

Methods: A cross-sectional study was conducted in third-year medical students (N=215). Respondents completed a voluntary, anonymous, 60-item survey that included the Clance Impostor Phenomenon Scale and the Perceived Stress Scale. Student's-t, Mann-Whitney, and Chi-Square tests and Pearson correlation were used to determine differences between subgroups of students and relationships between instruments scores and demographic parameters.

Results: Fifty-nine percent of students responded with N=112 (59% female) completing at least one instrument. The mean impostor score was 63.0 ± 14.6 (moderate-to-frequent impostor feelings) and was 9% higher in females (U=1181, p = .046). Perceived Stress scores for females were 17% higher than males (t=2.87, p=.005). Females had lower United States Medical Licensing Examination (USMLE) Step 1 scores (t= 3.06, p=.003). Impostor and perceived stress scores were correlated for males (r=.47, p=.002) and females (r=.54,p<.0001). Impostor and USMLE Step 1 scores were negatively correlated for males (r =-.32, p= .034) but not females (r = -.11, p=.40).

Conclusions: These findings demonstrate the intercorrelation between impostorism and stress in male and female medical students and raise interesting questions regarding the contributions of gender and other factors involved with medical training.

Citing Articles

Prioritising Mentorship: The Key Attributes We Should Focus on From Our Clinical Teaching Fellows in Early Years Medical Education.

Lascar N, Leadbeater W, Al-Antary N, Cowling J, Stocker C Clin Teach. 2025; 22(2):e70053.

PMID: 39981919 PMC: 11843849. DOI: 10.1111/tct.70053.

Investigating feelings of imposterism in first-year medical student narratives.

Kruskie M, Frankel R, Isaacson J, Mehta N, Byram J Med Educ. 2024; 59(3):318-327.

PMID: 39279321 PMC: 11789844. DOI: 10.1111/medu.15533.

Impostor phenomenon and its association with resilience in medical education - a questionnaire study among Swedish medical students.

Kristoffersson E, Boman J, Bitar A BMC Med Educ. 2024; 24(1):782.

PMID: 39030556 PMC: 11264822. DOI: 10.1186/s12909-024-05788-2.

Sociodemographic disadvantage in the burden of stress and academic performance in medical school: implications for diversity in medicine.

Eames D, Thomas S, Norman K, Simanton E, Weisman A BMC Med Educ. 2024; 24(1):348.

PMID: 38553726 PMC: 10981295. DOI: 10.1186/s12909-024-05263-y.

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

Shinawatra P, Kasirawat C, Khunanon P, Boonchan S, Sangla S, Maneeton B Behav Sci (Basel). 2023; 13(12).

PMID: 38131833 PMC: 10740738. DOI: 10.3390/bs13120976.

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