(168) Identification of Risk Factors for Imposter Syndrome among Healthcare Professional Students

Objective : The purpose of this study was to evaluate the presence of imposter syndrome among healthcare professional students at the University of Toledo and identify potential risk factors associated with imposter syndrome among these students.

Methods: Eligible students were asked to complete a 39-question survey in Qualtrics that included the Clance Imposter Phenomenon Scale (CIPS), the Patient Health Questionnaire-2 (PHQ-2), the Generalized Anxiety Disorder-2 (GAD-2) Screening Tool, and additional questions to identify potential risk factors and gauge student awareness and impression of imposter syndrome. A CIPS score of 61 or more was interpreted as experiencing imposter syndrome. The PHQ-2 and GAD-2 were used to assess feelings of depression and anxiety, respectively.

Results: One hundred forty-seven students in pharmacy, respiratory therapy, social work, and speech-language pathology programs completed a portion of the survey. Imposter syndrome was identified in 74.1% (103/139) of respondents who completed the entire survey. Students who were more likely to experience imposter syndrome included those who identified as lesbian, gay, bisexual, transgender, queer or questioning, intersex, or asexual (LGBTQIA) (χ2(1) = 5.971, p=.015), had a positive PHQ-2 score (χ2(1) = 7.897, p=.005), or had a positive GAD-2 score (χ2(1) = 19.694, p<.001). The majority of students (88.5%) were familiar with imposter syndrome prior to the survey, but 67.6% of respondents felt that imposter syndrome was not adequately addressed within their program’s curriculum.

Conclusions: Imposter syndrome is commonly experienced by healthcare professional students. Students who identify as LGBTQIA or experience feelings of depression or anxiety may be at higher risk of experiencing imposter syndrome. All healthcare professional students may benefit from addressing imposter syndrome within their curriculum.