Imposter syndrome and its association with personality traits among medical, dental, and allied health undergraduates in urban Bengaluru: A cross-sectional study

Abstract

Introduction: This study investigated the prevalence of imposter syndrome and its correlation with personality traits among medical, dental and allied health undergraduate students in urban Bengaluru, India. Materials and Methods: A cross-sectional survey was conducted among 3rd- and 4th-year medical, dental and allied health students aged 18 years or older in a single institution in urban Bengaluru. Data collection relied on validated self-reported instruments: the Clance Imposter Phenomenon Scale (CIPS) measured Imposter Syndrome, and the Big Five Inventory (BFI) assessed personality traits. Statistical analyses, including descriptive statistics, Chi-square tests, Spearman rank correlation tests and multivariate analysis of variance, were employed to characterize the sample and identify significant relationships. Results: Data were collected from 378 respondents; 347 participated and passed data cleaning. Three were excluded for being in early academic years, and 28 reported preexisting mental health conditions. About 50.7% of participants experienced moderate-to-high levels of imposter syndrome. Year of study (P = 0.423) and background (discipline) (P = 0.24) did not demonstrate statistically significant associations with imposter syndrome levels. Fourth-year MBBS students had the highest prevalence (32%), followed by 3rd-year MBBS students (25.7%), for imposter syndrome. High rates (ranging from 33.3% to 44.8%) were observed amongst 3rd-year students across all disciplines for imposter syndrome. Multivariate analyses further revealed a weak positive correlation between imposter syndrome and the personality trait of openness (P = 0.252). Conclusion: Certain personality traits may predispose individuals to experience Imposter Syndrome, underscoring the need for targeted interventions and systemic changes within medical, dental, and allied health education institutions to address this issue effectively. The following core competencies are addressed in this article: Interpersonal and communication skills, Practice-based learning and improvement, Professionalism, Systems-based practice.