Analysis of the relationship between medical achievement self-efficacy perception and impostor phenomenon in the postgraduate education process: a cross-sectional study

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.

Methods: This descriptive study was carried out at the xxx University Faculty of Medicine. A total of 1133 residents were invited to participate in the study. Participants completed a range of scales, including the Medical Achievement Self-Efficacy Scale (MASS) and the Clance Impostor Phenomenon Scale (CIPS). The data were collected by using Google Forms. The response rate was 23.04% (n = 261).

Results: The age and gender did not significantly correlate with the MASS or the CIPS scores. The participants were divided into five groups at 12-month intervals according to the time completed in their departments. The median CIPS score of the 0-12 month group was 62 (Q1:53,Q3:70), and the median MASS score was 55 (Q1:44,Q3:67). A significant correlation was found between the time spent in the department and the CIPS score and the MASS score (p < 0.001 and p < 0.001, respectively). A strong negative correlation was detected between the impostor level and the MASS score (R= -0.738, p < 0.001). CIPS scores showed a moderately significant relationship with the MASS scores in multivariable regression analyses (adjusted R2 = 0.585 p < 0.001, standardized B= -0.668).

Conclusions: There is a strong relationship between academic self-efficacy and the impostor phenomenon (IP). Residents in the early stages of their academic careers feel a strong sense of IP, while they perceive a low sense of self-efficacy. The lack of needed competencies can explain the main reason for this. The present study found that as the level of IP increases, academic self-efficacy perception decreases, and there is a strong negative correlation between them. Individuals with positive core self-evaluation will have low levels of IP and high academic self-efficacy because they see themselves as sufficient and valuable. As in the results of the current study, the increase in academic experience will lead to an increase in self-efficacy perception and a decrease in IP.