Difference between revisions of "Theme:423fa893-8e32-4d28-8ffc-31db262708d9"
From The Embassy of Good Science
(Created page with "{{Theme |Theme Type=Good Practices |Has Parent Theme=Theme:0e8da54a-acd0-43b1-8e17-151ee2df6b9b |Title=Imposter Syndrome |Is About=In 1978, the term "imposter syndrome" was us...") |
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|Important For=Academic institutions; Advisors of students; Supervisors; Faculty members; Educators; Doctoral students; Graduate students | |Important For=Academic institutions; Advisors of students; Supervisors; Faculty members; Educators; Doctoral students; Graduate students | ||
|Has Best Practice=What should we do, then, if we experience imposter syndrome? There might not be a single -effective strategy to minimize it. Yet, new evidence indicates that reframing might be effective. One option is to introduce the idea of imposter syndrome to graduate students. By doing this, you might highlight the idea that imposter syndrome is a natural emotion and let go of the shame that goes along with it. Students may be able to adopt a growth mindset toward their sense of belonging by reframing their experience and using guided reflection exercises to facilitate discussion and support of this experience [5]. | |Has Best Practice=What should we do, then, if we experience imposter syndrome? There might not be a single -effective strategy to minimize it. Yet, new evidence indicates that reframing might be effective. One option is to introduce the idea of imposter syndrome to graduate students. By doing this, you might highlight the idea that imposter syndrome is a natural emotion and let go of the shame that goes along with it. Students may be able to adopt a growth mindset toward their sense of belonging by reframing their experience and using guided reflection exercises to facilitate discussion and support of this experience [5]. | ||
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| + | References: | ||
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| + | # Villwock JA, Sobin LB, Koester LA, Harris TM. Impostor syndrome and burnout among American medical students: a pilot study. Int J Med Educ. 2016; 7: 364-9. | ||
| + | # Sakulku J, Alexander J. The impostor phenomenon. J Behav Sci. 2011; 6 (1): 75-97. | ||
| + | # Sverdlik A, CHall N, McAlpine L. PhD imposter syndrome: Exploring antecedents, consequences, and implications for doctoral well-being. Int J Dr Stud. 2020; 15: 737-58. | ||
| + | # Kernan W, Bogart J, Wheat ME. Health-related barriers to learning among graduate students. Health Educ. 2011; 111 (5): 425-45. | ||
| + | # Morgenstern BZ, Beck Dallaghan G. Should medical educators help learners reframe imposterism? Teach Learn Med. 2021; 33 (4): 445-52. | ||
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Revision as of 22:35, 19 February 2023
ThemesImposter Syndrome
What is this about?
In 1978, the term "imposter syndrome" was used for the first time. According to research, high-achieving women did not internalize their achievement; rather, they attributed it to chance or luck. These women admitted that they were afraid that their peers would suspect them of being incompetent imposters despite their degrees and achievements. Since then, other studies and anecdotal evidence suggest that many academics and professionals suffer from imposter syndrome. For instance, in a study conducted in 2016 with more than 100 medical students, approximately two-thirds of students expressed having those symptoms [1].
Why is this important?
There is more to imposter syndrome than simply a momentary feeling that we don't fit in. Imposter syndrome is linked to negative long-term mental health consequences, including anxiety, depression, and burnout, according to a number of studies [2, 3]. Particularly graduate students are said to be at risk for poor physical and mental health because of increased academic obligations and performance standards. Studies show a connection between learning results and health, so it is crucial to reduce stress and improve well-being among graduate students [4].
For whom is this important?
Academic institutionsAdvisors of studentsSupervisorsFaculty membersEducatorsDoctoral studentsGraduate students
What are the best practices?
What should we do, then, if we experience imposter syndrome? There might not be a single -effective strategy to minimize it. Yet, new evidence indicates that reframing might be effective. One option is to introduce the idea of imposter syndrome to graduate students. By doing this, you might highlight the idea that imposter syndrome is a natural emotion and let go of the shame that goes along with it. Students may be able to adopt a growth mindset toward their sense of belonging by reframing their experience and using guided reflection exercises to facilitate discussion and support of this experience [5].
References:
- Villwock JA, Sobin LB, Koester LA, Harris TM. Impostor syndrome and burnout among American medical students: a pilot study. Int J Med Educ. 2016; 7: 364-9.
- Sakulku J, Alexander J. The impostor phenomenon. J Behav Sci. 2011; 6 (1): 75-97.
- Sverdlik A, CHall N, McAlpine L. PhD imposter syndrome: Exploring antecedents, consequences, and implications for doctoral well-being. Int J Dr Stud. 2020; 15: 737-58.
- Kernan W, Bogart J, Wheat ME. Health-related barriers to learning among graduate students. Health Educ. 2011; 111 (5): 425-45.
- Morgenstern BZ, Beck Dallaghan G. Should medical educators help learners reframe imposterism? Teach Learn Med. 2021; 33 (4): 445-52.
Iva Turic contributed to this theme. Latest contribution was Feb 19, 2023
