冒名顶替综合症(IS)是一种智力欺诈的感觉,在卫生专业人员中很常见,特别是那些在医学中代表性不足的人。IS伴随着倦怠,自我怀疑,和减少成功的信念。本研讨会旨在讨论IS的影响,并制定应对IS的策略,同行,和机构层面。
在75分钟的互动研讨会中,参与者听教学并进行个人反思,小组案例讨论,和大集团指令。研讨会参与者和主持人包括医学生,居民,研究员,教员,工作人员,和项目领导。收集了匿名的研讨会后评估,以探索参与者的满意度和改变其行为的意图。使用描述性统计来分析定量数据,内容分析用于分析参与者改变行为的意图。
该研讨会在三个地方学术会议上进行了介绍,并在一个全国性会议上接受了该研讨会。数据来自92名参与者。92%的参与者认为研讨会达到了目标,90%的人认为研讨会是对他们时间的宝贵利用。此外,90%的参与者表示,他们将在未来应用在研讨会上学到的信息。参与者表示有改变个体行为的意图,同行,和机构层面,同时认识到所有这些层面都存在障碍。
这次研讨会被证明是讨论如何解决个人问题的策略的有效手段,同行,和机构层面。这些材料可以适应不同的受众。
Imposter syndrome (IS) is a feeling of being an intellectual fraud and is common among health professionals, particularly those underrepresented in medicine. IS is accompanied by burnout, self-doubt, and beliefs of decreased success. This workshop aims to discuss the impact of IS and develop strategies to confront IS at the individual, peer, and institutional levels.
During the 75-minute interactive workshop, participants listened to didactics and engaged in individual reflection, small-group case discussion, and large-group instruction. Workshop participants and facilitators included medical students, residents, fellows, faculty, staff, and program leadership. Anonymous postworkshop evaluations exploring participants\' satisfaction and intentions to change their behavior were collected. Descriptive statistics were used to analyze the quantitative data, and content analysis was used to analyze participants\' intentions to change their behavior.
The workshop was presented at three local academic conferences and accepted at one national conference. Data were collected from 92 participants. Ninety-two percent of participants felt the workshop met its objectives, and 90% felt the workshop was a valuable use of their time. Furthermore, 90% of participants stated they would apply information learned at the workshop in the future. The participants indicated an intent to change behavior on individual, peer, and institutional levels, while recognizing that barriers exist at all those levels.
This workshop proved to be an effective means to discuss strategies on how to address IS at the individual, peer, and institutional levels. The materials can be adapted for relevance to various audiences.