Date Posted: July 24, 2026

Author/s: Polly Chua-Chan, MD, Anela Randee D. Abeleda, Angelo G. Agus, Ramcez John B. Alzate, Danielle Angelica C. Bagui, Clemence Fiametta B. Bantay, Elaine Q. Bernales, Karl Vincent R. Bueno, Janine Gayle G. Cagauan, Czeremya Pilar M. Castillo, Carl Leonard H. Clemente, Ella Janine P. Cruz, Raymond Felicer C. De La Cruz, Lanz Jhio M. Dela Cruz, Marianne Therese F. Dinio, Ruby Lynne V. Duran, Cheyenne Kaye P. Espiritu, Maria Jasmine Belle Q. Flauta, Jan Alistair L. Gadiano, Jamie Kyla F. Gleabo, Ericka Juliane G. Guiyab

Objective: Imposter syndrome (IS) is a psychological phenomenon characterized by persistent self-doubt and fear of being exposed as a fraud despite evident achievement. Medical students, given the highstakes and demanding nature of their training, are particularly vulnerable to this experience. Academic self-efficacy, defined as one’s belief in their capacity to perform academically, is a key determinant of student success and well-being. However, the association between IS and SE in the Philippine medical education context remains underexplored. The study aimed to determine the association between impostor syndrome and self-efficacy among medical Students.

Methods: A cross-sectional analytical study was conducted among 146 Year 1-3 medical students at Far Eastern University – Dr. Nicanor Reyes Medical Foundation (FEU-NRMF) during the academic year 2025-2026. Multi-stage cluster sampling was employed for participant selection. Impostor syndrome was measured using the Clance Impostor Phenomenon Scale (CIPS), while academic self-efficacy was assessed using the Academic Self-Efficacy Scale (ASES). Associations were examined using the Fisher’s Exact test, odds ratios with 95% confidence intervals, and Pearson and Spearman correlation analysis. Results: A high prevalence of IS was observed among 95.2% of respondents meeting the diagnostic threshold. Academic self-efficacy was distributed relatively evenly across low, moderate, and high categories. A significant inverse relationship was observed between imposter syndrome and academic self-efficacy, with students who did not exhibit imposter syndrome showing notably greater odds of reporting high academic self-efficacy.

Conclusion: Impostor syndrome was highly prevalent among medical students and was significantly associated with lower academic self-efficacy. These findings emphasized the importance of addressing psychological well-being in medical education and highlighted the need for institutional support programs and further research across the various medical student populations.

Keywords: imposter syndrome, academic self-efficacy, medical students, Clance Imposter Scale, crosssectional study, medical education