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Cited by 65Perfectionism, Procrastination, Anxiety StudiesHealthcare professionals’ stress and burnoutInnovations in Medical Education

Educational interventions for imposter phenomenon in healthcare: a scoping review

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Siddiqui, Z Kamran, Church, H. R, Jayasuriya, R., Boddice, T., Tomlinson, J.·2024·BMC Medical Education
DOI 10.1186/s12909-023-04984-wPMC PMC10775670

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Abstract

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.

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  • The mindfulness practices central to ACT support a shift toward staying present and developing a non-judgmental awareness of emotional and physiological states.

    “The mindfulness practices central to ACT further support this shift, encouraging students to stay present and develop a non-judgmental awareness of their emotional and physiological states [31].”

    From The Efficacy of Acceptance and Commitment Therapy on Internalized Shame, Fear of Success, and Anxiety Sensitivity in Nursing With Imposter (2025) · cites this paper as [31]

    The Results section’s Table 2 lists mindfulness, self-awareness, and self-compassion among strategies for addressing imposter phenomenon. It does not link those strategies to ACT or say they help students stay present or develop non-judgmental awareness of emotional and physiological states (no page number is available in our copy). (LLM, conf=0.83)

    Experimental — accuracy not yet measured

  • Through mindfulness practices, ACT encourages students to remain present, helping them detach from overwhelming, future-oriented fears about what success might entail.

    “Through mindfulness practices, ACT encourages students to remain present, helping them detach from overwhelming, future-oriented fears about what success might entail [31].”

    From The Efficacy of Acceptance and Commitment Therapy on Internalized Shame, Fear of Success, and Anxiety Sensitivity in Nursing With Imposter (2025) · cites this paper as [31]

    The Discussion section on current approaches describes workshops, coaching, supervision, and cognitive reframing for imposter phenomenon, but does not describe ACT or mindfulness. Searches for ACT, mindfulness, present-moment awareness, and future-oriented fears found no passage explaining the mechanism claimed here. (LLM, conf=0.75)

    Experimental — accuracy not yet measured

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Cited by

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Authors
Siddiqui, Z. K., Church, H. R., Jayasuriya, R., Boddice, T., & Tomlinson, J.
Affiliations
  • Sheffield Teaching Hospitals NHS Foundation Trust (GB)
  • Nottingham University Hospitals NHS Trust (GB)
  • NHS England (GB)
  • Mid Yorkshire Hospitals NHS Trust (GB)
Corresponding author
Church, H. R
ORCID
Venue
BMC Medical Education
Publisher
Springer Science and Business Media LLC
Published
2024-01-08
Volume
24
Issue
1
Pages
43-43
ISSN
1472-6920 (ISSN-L)
DOI
10.1186/s12909-023-04984-w
PMC
PMC10775670
OpenAlex
W4390660395
Cited by
65
References
2
Citations by year
2026: 18 · 2025: 30 · 2024: 17
FWCI
5.79
Type
journal article
Language
en
Open access
Licence
Locations
  • BMC Medical Education (publishedVersion, cc-by)
  • Research Square (acceptedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • White Rose Research Online (University of Leeds, The University of Sheffield, University of York) (acceptedVersion, other-oa)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Repository@Nottingham (University of Nottingham) (submittedVersion)
Topics
  • Social Sciences › Psychology › Clinical Psychology › Perfectionism, Procrastination, Anxiety Studies
  • Health Sciences › Health Professions › General Health Professions › Healthcare professionals’ stress and burnout
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Keywords
impostor syndrome, educational intervention, healthcare workers, self-doubt, coaching, group workshops, self-reflection, coping strategies, diversity and inclusion, professional well-being, supervisor education, peer support
MeSH terms
Anxiety Disorders, Educational Status, Emotions, Female, Health Personnel, Humans, Male, Psychotherapy, Group, Self Concept, Students, Students, Health Occupations

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