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Background Impostor phenomenon (IP) describes feelings of inadequacy often experienced by individuals struggling to internalize success despite evidence to the contrary. IP is common in medicine and can be experienced as a cycle following exposure to an achievement-focused task, leading to fear of being found out as an impostor. Prior research describes IP characteristics, yet few studies have identified factors that mitigate IP among medical residents. Objective To understand factors that moderate IP among internal medicine (IM) residents. Methods We conducted a qualitative study using one-on-one semistructured interviews with 28 IM residents at a single academic health center from May to June 2020. To ascertain the prevalence of IP, informants completed a 20-item Clance Impostor Phenomenon Scale (CIPS) questionnaire. Using a constructivist thematic approach investigators independently coded transcripts to identify factors mitigating IP. Results Twenty-eight of 53 (53%) eligible residents participated in the study. Most informants were female (21 of 28, 75%) and in their second postgraduate year of training (12 of 28, 43%). The mean CIPS score was 63. When faced with an achievement-focused task, informants describe feelings of inadequacy, avoidance behaviors, distortion of feedback, and attribution beliefs. Internal factors found to moderate IP include (1) reframing attribution beliefs; (2) accepting feedback; and (3) acknowledging strengths. External factors include (1) mentors, coaches, and role models; (2) formal opportunities to share IP experiences; and (3) growth-oriented learning environments. Conclusions This qualitative study describes internal and external factors that potentially mitigate impostor feelings, thereby interrupting the cyclical nature of IP among IM residents. [ABSTRACT FROM AUTHOR]

Purpose: The number of women in high-level leadership in academic medicine remains disproportionately low. Early career programs may help increase women's representation in leadership. We evaluated the Early Career Women's Leadership Program (ECWLP). We hypothesized that participants would rate themselves as having increased confidence in their leadership potential, improved leadership skills, and greater alignment between their goals for well-being and leading after the program. We also explored the participants' aspirations and confidence around pursuing high-level leadership before and after the program. Methods: We surveyed women physicians and scientists before and after they participated in the 2023 ECWLP, consisting of 11 seminars over six months. We analyzed pre- and post-program data using Wilcoxon signed-rank tests. We analyzed answers to open-ended questions with a content analysis approach. Results: 47/51 (92%) participants responded, and 74% answered pre- and post-program questionnaires. Several metrics increased after the program, including women's confidence in their ability to lead (p< 0.001), negotiate (p< 0.001), articulate their career vision (p< 0.001), reframe obstacles (p< 0.001), challenge their assumptions (p< 0.001), and align their personal and professional values (p= 0.002). Perceptions of conflict between aspiring to lead and having family responsibilities (p= 0.003) and achieving physical well-being (p= 0.002) decreased. Perceived barriers to advancement included not being part of influential networks, a lack of transparency in leadership, and a competitive and individualistic culture. In the qualitative analysis, women described balancing internal factors such as self-doubt with external factors like competing professional demands when considering leadership. Many believed that becoming a leader would be detrimental to their well-being. Beneficial ECWLP components included support for self-reflection, tactical planning to pursue leadership, and creating a safe environment. Conclusion: The ECWLP improved women's confidence and strategic plans to pursue leadership in a way that supported their work-life integration. Early career leadership programs may encourage and prepare women for high-level leadership. [ABSTRACT FROM AUTHOR]

Leadership programs for faculty are proliferating, yet we know little about their impact. In this survey of eight cohorts of a leadership program for medical school women faculty, we report participants' perceptions in three areas: (1) program impact; (2) leadership preparedness; and (3) barriers to leadership advancement. The majority of survey participants indicated that the program influenced their: foundational leadership skills; personal experiences of leadership; and sense of professional community and belonging. Half felt that despite feeling prepared for leadership, they did not have leadership opportunities. Lack of leadership turnover and transparency were ranked highest among barriers to leadership advancement.

The literature on leadership competencies does not include an understanding of how stakeholders perceive competencies for women and under-represented minority faculty members. We surveyed three groups of leaders (N = 113) to determine their perceptions of the importance of 23 leadership competencies. All three groups endorsed the same five competencies for emerging leaders: communication skills, interpersonal relationships, operating/organizational skills, personal flexibility, and planning and problem solving. For women and under-represented minorities, two were identified as being particularly important: conflict management and leadership presence and presentation. These results have important implications for faculty development leadership programs and institutions preparing future generations of leaders.

Narrative writing has been used to promote reflection and increased self-awareness among physicians. The purpose of this study was to determine the impact of prompted narrative writing on reflection. Thirty-two interns at 9 internal medicine residency programs participated in a year-long qualitative study about personal growth beginning in July of 2002. Interns wrote narratives every 8 weeks. At study completion, interns wrote a final narrative describing the affect that being in the study had on them. Responses were reviewed and organized into domains. Writing throughout the year resulted in reflection and encouraged interns to reconsider their core values and priorities. Some found that the exercise promoted greater self-awareness and provided an emotional outlet. Writing about difficult experiences coupled with reflection motivated some interns to want to improve. Prompted narrative writing led to reflection among interns and promoted self-awareness. Educators may consider incorporating narrative writing into residency education.

A study aims to develop and evaluate an instrument for measuring the quality of education research studies and to assess the relationship between funding and study quality. Results reveal that quality of published medical education research is associated with study funding.

A study determines how medical education research studies were funded, to approximate the costs of conducting these studies and to elicit the opinions of the authors regarding funding for medical education research. Findings reveal that the majority of published medical education research is not formally funded, and the studies that do receive support are substantially under-funded.

Mindfulness practice has been shown to have many positive benefits for patients, clinicians, and trainees. Mindfulness fosters compassion, connection, and enhanced clinical reasoning and can reduce burnout among clinicians. A primary focus of mindfulness is present-moment awareness and may be achieved through openness, curiosity, perspective-taking, and letting go of judgment. We propose that the core principles of mindfulness can be harnessed by educators to enhance their teaching skills specifically around creating a supportive and safe learning environment, using questions effectively, providing feedback, and serving as role models. Mindful teaching promotes mindful learning, which focuses on context, openness to new possibilities, reflection, and critical thinking, as opposed to rote repetition and memorization. This article describes core mindfulness principles and strategies that can be used to become a more mindful teacher. [ABSTRACT FROM AUTHOR]

GLO:1C4K/01feb21:tct13212-fig-0002.jpg PHOTO (COLOR): . gl Medical training needs skilled educators to teach, coach and assess learners in varied settings, and we are able to link teaching methods and quality with clinical outcomes.1 Accrediting bodies in the USA require that medical schools and training programmes offer faculty development in teaching skills for clinical teachers, but fall short of requiring the demonstration of teaching competence. Enhancing teaching skills could use a co-learning model in which clinical teachers and trainees are taught together,4 and multi-professional competencies could simplify teacher training. At our institution, discussion about educator competencies and rewards has led to the creation of the Educator Competency and Metrics Committee. [Extracted from the article]

The literature on leadership competencies does not include an understanding of how stakeholders perceive competencies for women and under-represented minority faculty members. We surveyed three groups of leaders (N=113) to determine their perceptions of the importance of 23 leadership competencies. All three groups endorsed the same five competencies for emerging leaders: communication skills, interpersonal relationships, operating/organizational skills, personal flexibility, and planning and problem solving. For women and under-represented minorities, two were identified as being particularly important: conflict management and leadership presence and presentation. These results have important implications for faculty development leadership programs and institutions preparing future generations of leaders. [ABSTRACT FROM AUTHOR]