Batur Ali, Arslan Volkan, Turan Sevgi
Faculty of Medicine, Department of Emergency Medicine, Hacettepe University, Altindag, Ankara, 06120, Türkiye.
ADA University School of Education, Baku, Azerbaijan.
BMC Med Educ. 2024 Dec 26;24(1):1536. doi: 10.1186/s12909-024-06591-9.
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.
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).
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).
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.
本研究旨在评估冒名顶替现象与学术自我效能感水平之间的相关性。次要目的是确定影响这两种情况的社会人口统计学变量。基于所获得的研究结果，有可能采取支持性和预防性措施。
这项描述性研究在xxx大学医学院进行。共邀请了1133名住院医师参与研究。参与者完成了一系列量表，包括医学成就自我效能量表（MASS）和克兰斯冒名顶替现象量表（CIPS）。数据通过谷歌表单收集。回复率为23.04%（n = 261）。
年龄和性别与MASS或CIPS得分无显著相关性。根据在科室完成的时间，参与者每隔12个月分为五组。0 - 12个月组的CIPS得分中位数为62（第一四分位数：53，第三四分位数：70），MASS得分中位数为55（第一四分位数：44，第三四分位数：67）。发现科室停留时间与CIPS得分和MASS得分之间存在显著相关性（分别为p < 0.001和p < 0.001）。冒名顶替水平与MASS得分之间存在强烈的负相关（R = -0.738，p < 0.001）。在多变量回归分析中，CIPS得分与MASS得分显示出中度显著关系（调整后的R² = 0.585，p < 0.001，标准化B = -0.668）。
学术自我效能感与冒名顶替现象（IP）之间存在密切关系。处于学术生涯早期的住院医师有强烈的IP感，而他们的自我效能感较低。缺乏所需能力可以解释这一主要原因。本研究发现，随着IP水平的提高，学术自我效能感认知下降，且两者之间存在强烈的负相关。具有积极核心自我评价的个体IP水平较低，学术自我效能感较高，因为他们认为自己足够且有价值。与本研究结果一样，学术经验的增加将导致自我效能感认知增加，IP下降。
