Imposter Syndrome, Study Habits and Academic Burnout in Medical Students

Abstract

The present study examined the interrelationship among imposter syndrome, study habits, and medical students' academic burnout in Pakistani medical students. Correlational cross-sectional design was utilized for this purpose, data from 250 undergraduate medical students being obtained using Clance Imposter Phenomenation Scale (CIPS), Study Habits Inventory (SHI), and Maslach Burnout Inventory-Student Survey (MBI-SS). Results showed a strong positive correlation between imposter feelings and burnout, and high levels of imposter feelings relating to higher emotional exhaustion and cynicism. On the other hand, good study habits were highly negatively correlated with burnout, which indicates that good study behaviors reverse burnout effects. Hierarchical regression analysis revealed semester level as the predictor of burnout, wherein higher-level students reported increased stress due to clinical demands. Demographic variables (e.g., family history, gender) lacked predictive ability for burnout, indicating the homogenized effect of academic stress in collectivist Pakistani culture. The research highlights the necessity of concurrent intervention for imposter syndrome (e.g., counseling for mental health, mentoring) and learning behavior (e.g., time management training) to minimize burnout. Threats to the validity of the results are cross-sectional design and self-report bias. The recommendations are longitudinal studies, culturally translated support interventions, and organizational changes to enhance student well-being in high-stakes medical school settings.