by Dan Binder, M.D. | January 4, 2022 Article Citation: Morgenstern BZ, Beck Dallaghan G. Should Medical Educations Help Learners Reframe Imposterism? Teach Learn Med 2021; 334:445-452. DOI: 10.1080/10401334.2020.1856112 What is this article about? The authors in this article touch on the topic of the imposter phenomena, which has been shown time and time again to be nearly ubiquitous throughout the field of medicine. While there may not be one definite description for the “syndrome”, most people recognize that it is a common feeling of inadequacy in high-achieving individuals. Imposter phenomena is often associated with mental health symptoms, lack of career progression, and burnout, as well as feelings like cynicism and exhaustion. However, these authors suggest that imposterism may not be entirely malignant, since the traits that often predispose one to imposterism (ie. fear of failure, perfectionism) can at times be drivers in one’s success. Morgenstern and Beck Dallaghan instead suggest that the behaviors, often thought to be caused by the feelings associated with being an “imposter”, should be the target of change. We should perhaps address imposterism early in medical training and help those individuals develop the proper coping skills to prevent the negative behaviors while preserving the positive aspects that motivate one to strive for success. Utilizing tools such as self-reflection could help physicians confront the feelings of elitism, overconfidence, and complacency, and instead focus on developing humility. Emphasis on combating imposterism could have a particularly powerful impact if done early in training, at points of career transition, and in the development of faculty physicians. Why should you read the article? Imposterism is ubiquitous within the medical field across all stages of training. The personal traits and feelings associated with success in medicine can also be associated with negative behaviors seen in imposterism. Recognizing key features of imposterism may actually be a pillar to success and the associated negative sentiments and behaviors should be the focus of change. How can you use this article? This article presents a unique perspective of imposter syndrome and should drive conversation within the medical community on how to address the topic with students and professionals alike. These methods could include self-reflective techniques, group sessions, or asynchronous learning and should be continually addressed throughout one’s career in medicine. Review Author: Dan Binder, MD, Assistant Instructor and Academic Fellow, Department of Family and Community Medicine. Wake Forest School of Medicine. Atrium Health-Wake Forest Baptist. Winston-Salem, NC. Organization: Society of Teachers of Family MedicineShould Medical Educators Help Learners Reframe Imposterism?