crimson-students

bysajida nemer

اكتب هذا النص باسلوب بشري مع المحافظة على نظام ال APAArticle 1: United Kingdom Study * Authors & Location: Franchi, T., & Russell-Sewell, N. (2023). The University of Sheffield, United Kingdom. * Aim: To identify medical students' experiences with the Impostor Phenomenon (IP), explore its relationship with the medical education environment (specifically exams and rankings), and propose pedagogical interventions. * Design: A cross-sectional mixed-methods study using a pragmatist approach, integrating both quantitative and qualitative data. * Population, Sampling, Size & Characteristics:Population: Medical students (MBChB program). Sampling: Voluntary self-selection. Sample Size: 191 (quantitative survey) and 19 (qualitative focus groups/interviews). Characteristics: Mean age 21.1; 71.2% female; inclusive of all study year groups. * Tool: The validated Clance Impostor Phenomenon Scale (CIPS), Google Forms for survey data, and semi-structured interview/focus group guides. * Major Variables (IV & DV): Independent Variables (IV): Gender, examination rankings, and associated psychological factors. Dependent Variable (DV): Intensity and frequency of IP experiences (CIPS scores). * Results: Mean CIPS score was 65.81 (frequent IP); 65.4% of students reported clinically significant levels. Females scored 9.15 points higher than males. A strong correlation was found between lower exam rankings (especially the bottom 10%) and higher IP severity (p < 0.05). * Conclusion: The Impostor Phenomenon is widespread among medical students and is significantly exacerbated by the competitive educational environment, particularly the public nature of examination rankings. * Recommendation: Implement holistic assessment systems, provide transparent guidance on the impact of rankings, appoint 'Student Experience Mentors', and create anonymous peer-support platforms. Article 2: Thailand Study * Authors & Location: Shinawatra, P., et al. (2023). Faculty of Medicine, Chiang Mai University, Thailand. * Aim: To determine the prevalence of the impostor phenomenon and identify its associated factors (specifically mental health status) among clinical-year medical students. * Design: An observational cross-sectional study design using online survey platforms (REDCap). * Population, Sampling, Size & Characteristics:Population: Undergraduate clinical-year medical students (Years 4–6). Sampling: Sequential sampling approach. Sample Size: 228 students (59.7% response rate). Characteristics: Students in clerkship training, representing various ward rotations. * Tool: Thai versions of the Clance Impostor Phenomenon Scale (CIPS), Thai Perceived Stress Scale 10 (T-PSS-10), Generalized Anxiety Disorder Scale (GAD-7), and Patient Health Questionnaire 9 (PHQ-9). * Major Variables (IV & DV): Independent Variables (IV): Sociodemographic characteristics (age, gender, GPA, year of study) and mental health status (stress, anxiety, and depression). Dependent Variable (DV): Presence and severity of the impostor phenomenon (CIPS scores). * Results: 47.4% of clinical students experienced IP. Multivariable analysis showed that high stress (aOR=2.315), anxiety (aOR=6.462), and depression (aOR=4.219) were major predictors. No significant association was found with gender or GPA. * Conclusion: IP is highly prevalent in the clinical phase and is intrinsically linked to psychological distress (stress, anxiety, and depression) rather than academic performance or demographics. * Recommendation: Prioritize early preventative screening, enhance mental health education, foster a supportive environment that normalizes failure, and implement targeted mentorship. Article 3: Global/USA Study * Authors & Location: Hohsfield, R., et al. (2024). University of New Mexico School of Medicine, Global Scope (5 WHO regions). * Aim: To investigate the association between the impostor phenomenon (IP) and the frequency of depressed mood among health professional students on a global scale. * Design: A cross-sectional observational design survey conducted via the Student Network Organization (SNO). * Population, Sampling, Size & Characteristics:Population: Health sciences students globally. Sampling: Distribution via SNO list-serve. Sample Size: 53. Characteristics: 75% medical students; 74% in clinical stages; representing 5 of 6 World Health Organization regions. * Tool: The Clance Impostor Phenomenon Scale (CIPS) and the Patient Health Questionnaire 2 (PHQ-2) for depression screening. * Major Variables (IV & DV): Independent Variables (IV): Geographic region, area of study, and training stage (pre-clinical vs. clinical). Dependent Variable (DV): Depression score (PHQ-2). * Results: 89% of respondents had moderate-to-intense IP feelings. 68% had a higher frequency of depressed mood. A significantly positive association was found between IP and depression (p < 0.001). IP scores were significantly higher in the pre-clinical phase. * Conclusion: Imposter syndrome is a significant risk factor for psychological distress. The strong positive relationship with depressed mood highlights a global need for institutional intervention. * Recommendation: Prioritize early identification of IP, promote internalized self-evaluation based on true abilities, and foster environments that normalize internal experiences. Article 4: USA Study * Authors & Location: Levant, B., et al. (2020). University of Kansas Medical Center, Kansas City, USA. * Aim: To identify the specific aspects of impostorism most endorsed by 3rd-year medical students during their transition from preclinical to clinical training using item-level analysis. * Design: An anonymous, voluntary cross-sectional survey design. * Population, Sampling, Size & Characteristics:Population: Third-year medical students (Class of 2020). Sampling: Voluntary participation. Sample Size: 127 respondents (59% response rate). Characteristics: Mean age 25.8; 23% under-represented minorities. * Tool: The Clance Impostor Phenomenon Scale (CIPS) (20 items) and a 2-item burnout assessment (measuring burnout and depersonalization). * Major Variables (IV & DV): Independent Variables (IV): Gender, perceived burnout, and depersonalization. Dependent Variables (DV): Ratings of individual CIPS items and total CIPS score. * Results: Mean CIPS score was 63.1 (moderate-to-frequent IP). Most endorsed items were "unfounded fear of failure," "remembering failures over successes," and "feeling less capable than peers." Females scored higher on social comparison and worrying about success. * Conclusion: IP manifests primarily as discounting past successes and an intense fear of failure. Item 1 (fear of failure) may serve as a critical indicator of overall student wellness. * Recommendation: Targeted interventions should mitigate fear of failure and social comparison. Use Item 1 of the CIPS as a quick wellness screening tool in medical schools.