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'It causes me to minimise myself': impostor phenomenon in simulation educators
Kirsty J Freeman1, Debra Nestel2,3, Stephen Houghton4
1Rural Clinical School of Western Australia, The University of Western Australia, Crawley, Perth, WA, 6009, Australia. Kirsty.Freeman@rcswa.edu.au.
Advances in Simulation (London, England)
|July 22, 2025
Summary
Healthcare simulation educators frequently experience impostor phenomenon (IP), a cycle of self-doubt and inadequacy. Understanding and addressing IP is crucial for educator well-being and performance.
Area of Science:
- Medical Education
- Psychology
- Healthcare Simulation
Background:
- Impostor phenomenon (IP) is prevalent among healthcare professionals, marked by persistent inadequacy and fear of exposure.
- Little is known about how simulation educators experience and navigate IP.
- This study explores the lived experiences of IP among healthcare simulation educators.
Purpose of the Study:
- To explore the lived experiences of impostor phenomenon (IP) among healthcare simulation educators.
- To understand how simulation educators navigate feelings of inadequacy and self-doubt.
- To identify the impact of IP on professional identity and practice.
Main Methods:
- Hermeneutic phenomenological approach utilized.
- Semi-structured interviews conducted with 20 simulation educators.
- Data analyzed through iterative interpretation grounded in hermeneutic inquiry.
Main Results:
- Four themes emerged: feeling unqualified ('I don't have the right badges'), self-minimization ('Now you see me, now you don't'), IP as a dual motivator/insecurity ('Friend or foe'), and its cyclical nature ('Hello, my old friend').
Conclusions:
- Impostor phenomenon is a persistent, cyclical experience for healthcare simulation educators.
- IP can motivate excellence but also cause anxiety, self-minimization, and missed opportunities.
- The healthcare simulation community should develop strategies like professional development and mentorship to support educators in managing IP.
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