| Autor: |
Shinawatra P; Faculty of Medicine, Chiang Mai University, Chiang Mai 50200, Thailand., Kasirawat C; Faculty of Medicine, Chiang Mai University, Chiang Mai 50200, Thailand., Khunanon P; Faculty of Medicine, Chiang Mai University, Chiang Mai 50200, Thailand., Boonchan S; Faculty of Medicine, Chiang Mai University, Chiang Mai 50200, Thailand., Sangla S; Faculty of Medicine, Chiang Mai University, Chiang Mai 50200, Thailand., Maneeton B; Department of Psychiatry, Faculty of Medicine, Chiang Mai University, Chiang Mai 50200, Thailand., Maneeton N; Department of Psychiatry, Faculty of Medicine, Chiang Mai University, Chiang Mai 50200, Thailand., Kawilapat S; Department of Psychiatry, Faculty of Medicine, Chiang Mai University, Chiang Mai 50200, Thailand. |
| Abstrakt: |
Impostor syndrome is a psychological condition that inhibits individuals' ability to recognize their achievements such that they fear being exposed as forgers. It is common in medical students, particularly in the early stages of clerkship training while transitioning from preclinical to clinical training. This cross-sectional study assessed the prevalence and associated factors of the imposter phenomenon among medical clinical students using the Clance Impostor Phenomenon Scale (CIPS), focusing on sociodemographic characteristics, mental health status, and occurrence of the impostor phenomenon. Out of 228 undergraduate clinical-year medical students, 108 (47.4%) reported experiencing the impostor phenomenon. The results from the multivariable analysis showed that high levels of stress (adjusted odds ratio = 2.315; 95% confidence interval = 1.105-4.853), anxiety (6.462; 1.374-30.392), and depression (4.219; 1.448-12.290) were significantly associated with an increased risk of experiencing the impostor phenomenon. We found no difference between participants in the early or later years of clerkship training. The study highlights the prevalence of impostor syndrome among medical students and its link to mental health issues. Addressing this issue through education, mentorship, systemic problem solving, normalizing failure, and monitoring and treating mental health issues could help students reach and realize their full educational and professional potential. |
