Understanding Impostor Phenomenon in the Context of Dental Student Characteristics

OBJECTIVES: This study explored the prevalence of impostor phenomenon (IP) among first-year dental students and examined whether student characteristics, specifically gender, race, ethnicity, age, and pre-dental GPA, were associated with clinically significant levels of IP. METHODS: A total of 218 D1 students at a single institution participated in a mandatory Mind-Body Wellness Course that included a presentation on understanding impostor syndrome, followed by a lecture on Tools for Success. Before the second presentation, the students completed the Clance Impostor Phenomenon Scale (CIPS) and a demographic survey. Descriptive statistics were calculated to identify associations between demographic variables and impostor levels. RESULTS: Sixty-two percent of students identified as female, 27% identified as Asian, 23% as White, 19% as Middle Eastern, and 15% as Black or African American. The majority reported a GPA of 3.5 or above. Fifty-five percent scored in the "frequent" or "intense" IP categories, and female students reported significantly higher levels of IP compared to male students (OR = 2.10; p = 0.018). No statistically significant differences in impostor levels were found based on race, ethnicity, age, or GPA. CONCLUSIONS: Most first-year dental students in this study experienced clinically significant levels of impostor feelings. However, this study found no significant evidence that the differences in impostor feelings were based on student race, ethnicity, age, or GPA. These feelings are shown to be significantly higher among female students. As dental school populations continue to diversify, educational institutions may want to address IP as part of student support and professional identity development.