Conceptualising impostor phenomenon in health professional students using concept mapping and case-based tools.

Abstract

Impostor Phenomenon (IP) is characterised by feelings of perceived inadequacy despite evidence of competence. Health professional students frequently experience IP, which can affect their wellbeing, learning and professional development. Previous literature has predominantly viewed IP as an individual-level construct with largely negative impacts and has made limited use of theory to explain IP. Using self-discrepancy theory as a lens, this study views IP as a contextually situated experience of emotional discomfort, rather than a fixed individual trait. This study aims to develop a theoretically grounded conceptualisation of IP by exploring health professional students' views of IP, its perceived impacts, and coping strategies. Concept mapping and case-based methodology was employed. Twenty-five students from six different health disciplines produced statements about the meaning of IP, associated feelings, perceived academic and personal impacts, and strategies to manage or embrace IP. Eighteen participants then grouped and rated these statements, producing concept maps that represented meaningful themes. Participants viewed IP as a self-imposed barrier to feeling confident, characterised by perceived professional inadequacy and difficulty internalising success. Negative impacts included stress, self-doubt, maladaptive coping, impaired academic performance, while increased study, active learning and increased self-awareness emerged as positive consequences. Coping strategies included cognitive reframing, self-care, goal-oriented study and seeking social support. IP emerged as a multifaceted experience among health professional students, revealing positive dimensions that have been largely unexplored in the literature. Health professional educators can use this understanding to support students in recognising, managing and leveraging IP for growth.