Akademik Veri Yönetim Sistemi
BMC MEDICAL EDUCATION, sa.1, 2024 (SCI-Expanded)
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.