{"id":71197,"date":"2021-12-13T08:11:21","date_gmt":"2021-12-13T00:11:21","guid":{"rendered":"https:\/\/medicine.nus.edu.sg\/taps\/?post_type=issues&#038;p=71197"},"modified":"2022-12-13T10:20:36","modified_gmt":"2022-12-13T02:20:36","slug":"from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon","status":"publish","type":"issues","link":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/","title":{"rendered":"From clinician to educator: A scoping review of professional identity and the influence of impostor phenomenon"},"content":{"rendered":"<p>Submitted: 19<span lang=\"EN-GB\"> May 2021<\/span><br \/>\r\nAccepted: 7 October 2021<br \/>\r\nPublished online: <span lang=\"EN-GB\">4 January, TAPS 2022, <\/span><span lang=\"EN-GB\">7(1), 21-32<\/span><br \/>\r\n<a href=\"https:\/\/doi.org\/10.29060\/TAPS.2022-7-1\/RA2537\">https:\/\/doi.org\/10.29060\/TAPS.2022-7-1\/RA2537<\/a><\/p>\r\n<p style=\"text-align: justify;\">Kirsty J Freeman<sup>1<\/sup>, Sandra E Carr<sup>2<\/sup>, Brid Phillips<sup>2<\/sup>, Farah Noya<sup>3<\/sup> &amp; Debra Nestel<sup>4,5<\/sup><span lang=\"EN-GB\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><sup>1<\/sup><\/i><i>Office<sup> <\/sup>of Education, Duke NUS Medical School, Singapore, Singapore; <sup>2<\/sup>Division of Health Professions Education,<sup> <\/sup>The University of Western Australia, Perth, Australia; <sup>3<\/sup>Faculty of Medicine,<sup> <\/sup>Pattimura University, Ambon, Indonesia; <sup>4<\/sup>School of Clinical Sciences, Monash University, Clayton, Australia;<\/i><i><sup><span lang=\"EN-US\"> 5<\/span><\/sup><\/i><i><span lang=\"EN-US\">Austin Precinct, Department of Surgery, University of Melbourne, Heidelberg, Australia<\/span><\/i><i><span lang=\"EN-GB\"><\/span><\/i><\/p>\r\n<p style=\"text-align: center;\"><b><span lang=\"EN-GB\">Abstract <\/span><\/b><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Introduction:<\/span><\/b><span lang=\"EN-GB\"> <\/span>As healthcare educators undergo a career transition from providing care to providing education, their professional identity can also transition accompanied by significant threat.\u00a0 Given their qualifications are usually clinical in nature, healthcare educators\u2019 knowledge and skills in education and other relevant theories are often minimal, making them vulnerable to feeling fraudulent in the healthcare educator role. This threat and vulnerability is described as the impostor phenomenon. The aim of this study was to <span lang=\"EN-GB\">examine and map the concepts of professional identity and the influence of impostor phenomenon in healthcare educators.\u00a0 <\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Methods:<\/span><\/b><span lang=\"EN-GB\"> <\/span>The authors conducted a scoping review of health professions literature.\u00a0 Six databases were searched, identifying 121 relevant articles, eight meeting our inclusion criteria.\u00a0 Two researchers independently extracted data, collating and summarising the results.<\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Results:<\/span><\/b><span lang=\"EN-GB\"> <\/span>Clinicians who become healthcare educators experience identity ambiguity. Gaps exist in the incidence and influence of impostor phenomenon in healthcare educators. Creating communities of practice, where opportunities exist for formal and informal interactions with both peers and experts, has a positive impact on professional identity construction.\u00a0 Faculty development activities that incorporate the beliefs, values and attributes of the professional role of a healthcare educator can be effective in establishing a new professional identity.<\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Conclusion:<\/span><\/b><span lang=\"EN-GB\"> <\/span>This review describes the <span lang=\"EN-GB\">professional identity ambiguity experienced by clinicians as they take on the role of healthcare educator and<\/span> solutions to ensure a sustainable healthcare education workforce.<\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Keywords<\/span><\/b><b><span lang=\"EN-GB\">:<\/span><\/b><span lang=\"EN-GB\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><i>Professional Identity, Impostor Phenomenon, Healthcare Educators, Health Professions Education, Scoping Review<\/i><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">Practice Highlights<\/span><\/strong><\/p>\r\n<ul>\r\n\t<li style=\"text-align: justify;\">Professional identity ambiguity experienced when a clinician transitions to the role of healthcare educator is understudied relative to other professions.<\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Professional identity ambiguity experienced when a clinician transitions to the role of healthcare educator is understudied relative to other professions.<\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Creating communities of practice, whereby healthcare educators can interact with peers and experts, in both formal and informal settings, has a positive impact on professional identity construction.<\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Faculty development activities that incorporate the beliefs, values and attributes of the professional role of a healthcare educator are effective in establishing a new professional identity or aligning multiple professional identities.<\/span><span lang=\"EN-GB\"><\/span><\/li>\r\n<\/ul>\r\n<p style=\"text-align: center;\"><strong><span lang=\"EN-GB\">I. INTRODUCTION<\/span><\/strong><\/p>\r\n<ol><\/ol>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Educating the current and future healthcare workforce relies on clinicians sharing their knowledge, skills and experience by teaching others.\u00a0 Some clinicians have a passion to educate and seek out this role.\u00a0 For others it is often their high level of clinical expertise that results in requests to take on an education role.\u00a0 This may result in an expansion of their current role as a clinician, or a transition from one role to another.\u00a0 There are many terms used to describe those teaching in healthcare including educator, teacher, and faculty.\u00a0 The term healthcare educators is used throughout this paper to describe clinicians educating in any environment.\u00a0 Changes in work roles can pose a threat to an individual\u2019s identity <\/span><span lang=\"EN-US\">(Barbulescu &amp; Ibarra, 2008; Becker &amp; Carper, 1956)<\/span><span lang=\"EN-US\">, <\/span><span lang=\"EN-GB\">as this requires the individual to develop a new sense of self <\/span><span lang=\"EN-US\">(Conroy &amp; O&#8217;Leary-Kelly, 2014)<\/span><span lang=\"EN-US\">. <\/span><span lang=\"EN-GB\">With this change in role comes a transition in professional identity.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Professional identity is defined as \u201cthe relatively stable and enduring constellation of attributes, beliefs, values, motives, and experiences in terms of which people define themselves in a professional role\u201d <\/span><span lang=\"EN-US\">(Ibarra, 1999, pp. 764)<\/span><span lang=\"EN-US\">. <\/span><span lang=\"EN-GB\">The formation of professional identity is centred on how an individual perceives themselves as a professional, their relationship with the profession, and how their knowledge, skills and attitudes align with the norms and culture of that profession <\/span><span lang=\"EN-US\">(Sethi et al., 2018)<\/span><span lang=\"EN-US\">.\u00a0\u00a0 Within healthcare there has been a call for professional identity formation to be explicitly addressed in the curriculum of future healthcare professionals, addressing both what it is to think, act and feel like a healthcare professional, and the processes by which that identity is formed (Cruess et al., 2019).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Individuals manage numerous identities during their lifespan, across personal, vocational, social and professional spheres.\u00a0 Van Gennep\u2019s theory of rites of passage, where-by an individual transitions through three phases 1) \u2018separation\u2019 &#8211; letting go of the old self, 2) \u2018liminality\u2019 &#8211; middle phase, and 3) \u2018aggregation\u2019 &#8211; establishing a new identity, has been cited in the literature to describe career transition and formation of a new identity <\/span><span lang=\"EN-US\">(Kulkarni, 2019; Mayrhofer &amp; Iellatchitch, 2005; Petersen, 2017)<\/span><span lang=\"EN-US\">.\u00a0 <\/span><span lang=\"EN-GB\">It is in this middle phase of liminality where a clinician taking on the role of a healthcare educator may experience identity ambiguity. Given that literature from other industries show that professional identity can influence job satisfaction, feelings of accomplishment, and employment retention <\/span><span lang=\"EN-US\">(Canrinus et al., 2012; Hutchins et al., 2018)<\/span><span lang=\"EN-US\">, <\/span><span lang=\"EN-GB\">it is essential that the formation of professional identity and potential identity ambiguity in healthcare educators is examined.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The term impostor phenomenon, also known as impostor syndrome, is used to describe negative feelings an individual experiences, despite achieving a level of competence, and the fear of being \u2018found out\u2019 by those around them <\/span><span lang=\"EN-US\">(Clark et al., 2014)<\/span><span lang=\"EN-US\">.\u00a0 <\/span><span lang=\"EN-GB\">The concept of being exposed as a \u2018fraud\u2019 was coined impostor phenomenon by clinical psychologists Clance and Imes <\/span><span lang=\"EN-US\">(1978)<\/span><span lang=\"EN-US\">.\u00a0 <\/span><span lang=\"EN-GB\">Literature suggests that despite external evidence of their competence, those exhibiting the phenomenon remain convinced that they are frauds and do not deserve the success they have achieved <\/span><span lang=\"EN-US\">(Leonhardt et al., 2017; Neureiter &amp; Traut-Mattausch, 2016; Vergauwe et al., 2015)<\/span><span lang=\"EN-US\">.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">In their seminal work from the late 1970\u2019s, Clance and Imes (1978) reported that impostor phenomenon is more prevalent in specific female populations<\/span><span lang=\"EN-US\">.\u00a0 <\/span><span lang=\"EN-GB\">Recent studies however have shown that impostor phenomenon impacts individual regardless of gender, and occurs in a variety of contexts <\/span><span lang=\"EN-US\">(Bernard et al., 2018; Chae et al., 1995)<\/span><span lang=\"EN-US\">.\u00a0 <\/span><span lang=\"EN-GB\">Prominent among high performing individuals, impostor phenomenon is experienced on a continuum from the occasional concern that the individual is not up to the task, to an extreme fear of being \u2018found out\u2019 as a fraud <\/span><span lang=\"EN-US\">(Hibberd, 2019)<\/span><span lang=\"EN-US\">.\u00a0 <\/span><span lang=\"EN-GB\">Studies suggest that impostor phenomenon can have significant negative effects including an increase in work-family conflict <\/span><span lang=\"EN-US\">(Crawford et al., 2016)<\/span><span lang=\"EN-US\">, <\/span><span lang=\"EN-GB\">and decreased job satisfaction <\/span><span lang=\"EN-US\">(Cowman &amp; Ferrari, 2002)<\/span><span lang=\"EN-US\">, <\/span><span lang=\"EN-GB\">with studies also reporting a link between impostor phenomenon and burnout <\/span><span lang=\"EN-US\">(Villwock et al., 2016)<\/span><span lang=\"EN-US\">.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">With impostor phenomenon well described in professions outside of healthcare, most literature published on impostor phenomenon within the healthcare professions has focused on students transitioning from study to the workplace <\/span><span lang=\"EN-US\">(Aubeeluck et al., 2016; Dud\u0103u, 2014; Robinson-Walker, 2011)<\/span><span lang=\"EN-US\">, <\/span><span lang=\"EN-GB\">with very few studies examining current working professionals <\/span><span lang=\"EN-US\">(Gottlieb et al., 2019; Hutchins et al., 2018)<\/span><span lang=\"EN-US\">.\u00a0\u00a0 <\/span>The aim of this study was to <span lang=\"EN-GB\">examine and map the concepts of professional identity and implications of impostor phenomenon in healthcare educators.\u00a0 By furthering our understanding of impostor phenomenon in healthcare educators and how it impacts professional identity, both individuals and organisations will be able to implement strategies that will assist in the development of a sustainable healthcare education workforce, addressing workforce capability, capacity, resilience and culture.<\/span><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">II. METHODS<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The aim of a scoping review is to examine evidence, identify gaps in the literature, and clarify key concepts <\/span><span lang=\"EN-US\">(The Joanna Briggs Institute, 2017).<\/span><span lang=\"EN-US\">\u00a0 <\/span><span lang=\"EN-GB\">The objective of this scoping review is to examine and map the concepts of professional identity and impostor phenomenon in healthcare educators.<\/span><\/p>\r\n<p style=\"text-align: left;\"><i><span lang=\"EN-GB\"><\/span><\/i><i><span lang=\"EN-GB\">A. Review Questions<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The primary review question was \u2018how is professional identity and impostor phenomenon described in the literature about healthcare educators?\u2019, with the secondary review question being \u2018how is professional identity of healthcare educators influenced by imposter phenomenon?\u2019.\u00a0 <\/span><span lang=\"EN-US\">Tricco et al. (2016) identified 25 knowledge synthesis methods used across the health fields.\u00a0 We selected a scoping review methodology as it is the most appropriate to address our aim to map and summarise the literature, clarify working definitions and identify gaps. <\/span><span lang=\"EN-GB\">\u00a0\u00a0The framework that will guide the process is the five-step approach proposed by <\/span><span lang=\"EN-US\">Arksey and O&#8217;Malley (2005)<\/span><span lang=\"EN-US\">. <\/span><span lang=\"EN-GB\">The steps are 1) identify the research question; 2) identify the relevant articles; 3) select the articles; 4) chart the data; and 5) collate and summarise the results.<\/span><\/p>\r\n<p style=\"text-align: left;\"><i><span lang=\"EN-GB\"><\/span><\/i><i><span lang=\"EN-GB\">B. Identifying Relevant Articles<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Adopting the population, concept, and context (PCC) framework <\/span><span lang=\"EN-US\">(Peters et al., 2020)<\/span><span lang=\"EN-GB\"> informed the development of the search strategy as demonstrated in Table 1.<\/span><\/p>\r\n<p style=\"text-align: left;\"><\/p>\r\n<table class=\"aligncenter\" style=\"width: 99.5991%; height: 562px;\">\r\n<tbody>\r\n<tr style=\"height: 56px;\">\r\n<td valign=\"top\" style=\"height: 56px; width: 5.21042%;\">\r\n<p>&nbsp;<\/p>\r\n<\/td>\r\n<td colspan=\"2\" valign=\"top\" style=\"height: 56px; width: 23.4469%;\">\r\n<p>Main concepts<\/p>\r\n<\/td>\r\n<td colspan=\"2\" valign=\"top\" style=\"height: 56px; width: 23.3567%;\">\r\n<p>&nbsp;<\/p>\r\n<\/td>\r\n<td colspan=\"2\" valign=\"top\" style=\"height: 56px; width: 26.1435%;\">\r\n<p>&nbsp;<\/p>\r\n<\/td>\r\n<td valign=\"top\" style=\"height: 56px; width: 21.2425%;\">\r\n<p>&nbsp;<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 56px;\">\r\n<td valign=\"top\" style=\"height: 56px; width: 5.21042%;\">\r\n<p>&nbsp;<\/p>\r\n<\/td>\r\n<td valign=\"top\" style=\"height: 56px; width: 23.4469%;\">\r\n<p>Population<\/p>\r\n<\/td>\r\n<td colspan=\"2\" valign=\"top\" style=\"height: 56px; width: 23.3567%;\">\r\n<p>Concept 1<\/p>\r\n<\/td>\r\n<td colspan=\"2\" valign=\"top\" style=\"height: 56px; width: 25.9832%;\">\r\n<p>Concept 2<\/p>\r\n<\/td>\r\n<td colspan=\"2\" valign=\"top\" style=\"height: 56px; width: 21.4028%;\">\r\n<p>Context<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 56px;\">\r\n<td valign=\"top\" style=\"height: 56px; width: 5.21042%;\">\r\n<p>&nbsp;<\/p>\r\n<\/td>\r\n<td valign=\"top\" style=\"height: 56px; width: 23.4469%;\">\r\n<p>Healthcare educators<\/p>\r\n<\/td>\r\n<td colspan=\"2\" valign=\"top\" style=\"height: 56px; width: 23.3567%;\">\r\n<p>Professional identity<\/p>\r\n<\/td>\r\n<td colspan=\"2\" valign=\"top\" style=\"height: 56px; width: 25.9832%;\">\r\n<p>Impostor phenomenon<\/p>\r\n<\/td>\r\n<td colspan=\"2\" valign=\"top\" style=\"height: 56px; width: 21.4028%;\">\r\n<p>Healthcare education<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 348px;\">\r\n<td valign=\"top\" style=\"height: 348px; width: 5.21042%;\">\r\n<p>Search Terms<\/p>\r\n<\/td>\r\n<td valign=\"top\" style=\"height: 348px; width: 23.4469%;\">\r\n<p>\u201chealthcare educator.ti,ab,kw.\u201d \u201cnursing educator.ti,ab,kw.\u201d \u201cmedical educator.ti,ab,kw.\u201d \u201callied health educator.ti,ab,kw\u201d \u201cfaculty.ti,ab,kw.\u201d \u201cfacilitator.ti,ab,kw.\u201d \u201ceducator.ti,ab,kw.\u201d \u201c*faculty, medical\/ or *faculty, nursing\/ or *health educators\/\u201d \u201cclinical educator.ti,ab,kw.\u201d \u201cclinical teacher.ti,ab,kw.\u201d<\/p>\r\n<\/td>\r\n<td colspan=\"2\" valign=\"top\" style=\"height: 348px; width: 23.3567%;\">\r\n<p>\u201cProfessional identity.ti,ab,kw.\u201d \u201cProfessional role*.ti,ab,kw.\u201d \u201cProfessional competence.ti,ab,kw.\u201d \u201cProfessional sociali*ation.ti,ab,kw.\u201d \u201cProfessional identity formation.ti,ab,kw.\u201d \u201c*Professional Competence\/\u201d \u201c*Professional Role\/\u201d \u201c*Professionalism\/\u201d<\/p>\r\n<\/td>\r\n<td colspan=\"2\" valign=\"top\" style=\"height: 348px; width: 25.9832%;\">\r\n<p>\u201cimpostor.ti,ab,kw.\u201d \u201cimposter.ti,ab,kw.\u201d \u201cfraud.ti,ab,kw.\u201d \u201cfake.ti,ab,kw.\u201d \u201cimpost*rism.ti,ab,kw.\u201d \u201cintellectual fraud*.ti,ab,kw.\u201d \u201c(impost*r adj3 syndrome).ti,ab,kw.\u201d \u201c(impost*r adj3 phenomenon).ti,ab,kw.\u201d \u201c*Adaptation, Psychological\/\u201d \u201c*Self Concept\/\u201d \u201c*social identification\/\u201d \u201cSelf concept.ti,ab,kw.\u201d<\/p>\r\n<\/td>\r\n<td colspan=\"2\" valign=\"top\" style=\"height: 348px; width: 21.4028%;\">\r\n<p>\u201ceducation, medical\/ or *education, medical, continuing\/ or *education, medical, graduate\/ or *education, medical, undergraduate\/\u201d \u201c*Education, Nursing\/\u201d \u201c*Education, Allied Health\/\u201d \u201c*Education, Clinical\/\u201d \u201ceducation, medical\/ or education, nursing\/ or education, pharmacy\/ or education, public health professional\/\u201d<\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<p align=\"center\"><span lang=\"EN-US\">Table <\/span><span lang=\"EN-US\">1<\/span><span lang=\"EN-US\">: Key search terms<\/span><\/p>\r\n<p><i>Note: ti = title; ab = abstract; kw = keyword<\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">To identify potentially relevant articles, a literature search of six online databases was conducted on the November 6, 2020. These included MEDLINE, EMBASE, Joanna Briggs Institute EBP Database, CINAHL, PsycINFO, and ERIC.\u00a0 The search strategies were drafted in collaboration with an experienced librarian and further refined by the researchers.\u00a0 The search strategy conducted in MEDLINE is detailed in Table 2.\u00a0 The final search results were exported into Covidence systematic review software, a screening and data extraction tool <\/span><span lang=\"EN-US\">(Covidence Systematic Review Software, 2019)<\/span><span lang=\"EN-US\">.<\/span><\/p>\r\n<table border=\"1\" cellspacing=\"0\" cellpadding=\"0\" class=\"aligncenter\" style=\"width: 100%;\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p><b>#<\/b><\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p><b>Searches<\/b><\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p><b>Results<\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>1<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>healthcare educator.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>5<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>2<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>nursing educator.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>51<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>3<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>medical educator.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>164<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>4<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>allied health educator.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>7<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>5<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>faculty.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>46912<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>6<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>facilitator.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>6518<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>7<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>educator.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>5586<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>8<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>*faculty, medical\/ or *faculty, nursing\/ or *health educators\/<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>14624<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>9<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>clinical educator.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>119<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>10<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>clinical teacher.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>279<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>11<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>1 or 2 or 3 or 4 or 5 or 6 or 7 or 8 or 9 or 10<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>66130<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>12<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>Professional identity.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>1917<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>13<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>Professional role*.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>2643<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>14<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>Professional competence.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>1267<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>15<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>Professional sociali*ation.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>376<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>16<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>Professional identity formation.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>241<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>17<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>*Professional Competence\/<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>11751<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>18<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>*Professional Role\/<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>6495<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>19<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>*Professionalism\/<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>836<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>20<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>12 or 13 or 14 or 15 or 16 or 17 or 18 or 19<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>24196<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>21<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>impostor.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>169<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>22<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>imposter.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>148<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>23<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>fraud.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>4102<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>24<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>fake.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>1772<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>25<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>impost*rism.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>16<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>26<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>intellectual fraud*.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>7<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>27<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>(impost*r adj3 syndrome).ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>57<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>28<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>(impost*r adj3 phenomenon).ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>63<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>29<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>*Adaptation, Psychological\/<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>43405<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>30<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>*Self Concept\/<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>25641<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>31<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>*social identification\/<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>5255<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>32<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>Self concept.ti,ab,kw.<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>5240<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>33<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>21 or 22 or 23 or 24 or 25 or 26 or 27 or 28 or 29 or 30 or 31 or 32<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>80945<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>34<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>20 and 33<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>597<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>35<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>education, medical\/ or *education, medical, continuing\/ or *education, medical, graduate\/ or *education, medical, undergraduate\/<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>108815<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>36<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>*Education, Nursing\/<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>24454<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>37<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>*Education, Allied Health\/<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>0<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>38<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>*Education, Clinical\/<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>0<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>39<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>education, medical\/ or education, nursing\/ or education, pharmacy\/ or education, public health professional\/<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>96076<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>40<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>35 or 36 or 37 or 38 or 39<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>147396<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 2.10421%;\">\r\n<p>41<\/p>\r\n<\/td>\r\n<td style=\"width: 91.483%;\">\r\n<p>11 and 34 and 40<\/p>\r\n<\/td>\r\n<td style=\"width: 6.31263%;\">\r\n<p>17<\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<p align=\"center\"><span lang=\"EN-US\">Table <\/span><span lang=\"EN-US\">2<\/span><span lang=\"EN-US\">: Search strategy conducted in Ovid MEDLINE on November 6, 2020<\/span><\/p>\r\n<p style=\"text-align: left;\"><i><span lang=\"EN-GB\"><\/span><\/i><i><span lang=\"EN-GB\">C. Eligibility Criteria<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">To be eligible for inclusion in the study, articles were required to satisfy the following criteria:<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\"><\/span><span lang=\"EN-GB\">1. Population: This scoping review will consider literature that included educators within the healthcare context. Educators can include those of any age, gender, culture or geography.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\"><\/span><span lang=\"EN-GB\">2. Concept: There are two concepts that will be examined in this review, transition in professional identity and impostor phenomenon. This review will include the definition of the concepts, the theoretical, conceptual and the measurement of both concepts.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\"><\/span><span lang=\"EN-GB\">3. Context: This review will consider literature written in English, from any healthcare context with no restrictions on geographical location, or cultural factors.<\/span><\/p>\r\n<p style=\"text-align: left;\"><i><span lang=\"EN-GB\"><\/span><\/i><i><span lang=\"EN-GB\">D. Selection of Articles<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">One hundred and twenty-one articles were collated and citations, title and abstract were retrieved.\u00a0 An initial check identified one duplicate, which was removed. Titles and abstracts of the 120 articles were screened by three independent reviewers (KF, FN, BP) for assessment against the inclusion criteria for the review.\u00a0 Thirty-three articles were found to meet the inclusion criteria and progressed to full text review.\u00a0 Two researchers (KF, BP) conducted a full text review, recording reasons for exclusion. Disagreements were resolved through discussion, and consensus. Based on the Joanna Briggs Institute recommendations on scoping review methods, no critical appraisal of methodological quality was undertaken <\/span><span lang=\"EN-US\">(The Joanna Briggs Institute, 2017)<\/span><span lang=\"EN-US\">. <\/span><\/p>\r\n<p><i><span lang=\"EN-GB\"><\/span><\/i><i><span lang=\"EN-GB\">E. Charting the Data<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">A data-charting form to determine which data to extract was jointly developed by two researchers (KF, SC).\u00a0 Two researchers (KF, BP) independently charted the data, then discussed the results and edited the data-charting form as required.\u00a0 A third researcher (FN) verified the data.<\/span><\/p>\r\n<p style=\"text-align: left;\"><i><span lang=\"EN-GB\"><\/span><\/i><i><span lang=\"EN-GB\">F. Collating, Summarising and Reporting the Data<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Data was abstracted on article characteristics including country of publication, population of interest, study aim, sample size, study design, data collection methods, and findings related to the concepts of professional identity and impostor phenomenon.<\/span><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">III. RESULTS<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">One hundred and twenty-one abstracts were identified from six databases, 33 full text articles were reviewed, and 8 full text articles were analysed (See Figure 1). Of the included articles five were conducted in the USA (Cranmer et al., 2018; Heinrich, 1997; O&#8217;Sullivan &amp; Irby, 2014; Stone et al., 2002; Talisman et al., 2015), and one in each of Australia (Higgs &amp; McAllister, 2007), Canada (Lieff et al., 2012), and the United Kingdom (Andrew et al., 2009) (Table 3).\u00a0 In relation to the population of healthcare educators, four articles involved those working in medicine (Cranmer et al., 2018; O&#8217;Sullivan &amp; Irby, 2014; Stone et al., 2002; Talisman et al., 2015), two in nursing (Andrew et al., 2009; Heinrich, 1997), one in speech pathology (Higgs &amp; McAllister, 2007), and one involving healthcare educators from multiple professions (Lieff et al., 2012).\u00a0 Five studies adopted a qualitative approach, such as interviews or narrative responses, (Andrew et al., 2009; Higgs &amp; McAllister, 2007; Lieff et al., 2012; O&#8217;Sullivan &amp; Irby, 2014; Stone et al., 2002), one employing a quantitative approach (Cranmer et al., 2018), one mixed methods (Talisman et al., 2015), and one article was a program description (Heinrich, 1997).<\/span><\/p>\r\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/RA2537-Figure-1-267x300.png\" alt=\"\" class=\" wp-image-71198 aligncenter\" width=\"386\" height=\"434\" srcset=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/RA2537-Figure-1-267x300.png 267w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/RA2537-Figure-1.png 602w\" sizes=\"auto, (max-width: 386px) 100vw, 386px\" \/><\/p>\r\n<p align=\"center\"><span lang=\"EN-US\">Figure <\/span><span lang=\"EN-US\">1<\/span><span lang=\"EN-US\">: PRISMA flow diagram<\/span><\/p>\r\n<table border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\">\r\n<tbody>\r\n<tr>\r\n<td width=\"11%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Article<\/span><\/p>\r\n<\/td>\r\n<td width=\"9%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Country<\/span><\/p>\r\n<\/td>\r\n<td width=\"11%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Population<\/span><\/p>\r\n<\/td>\r\n<td width=\"13%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Study aim<\/span><\/p>\r\n<\/td>\r\n<td width=\"8%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Sample size (n)<\/span><\/p>\r\n<\/td>\r\n<td width=\"15%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Study design<\/span><\/p>\r\n<\/td>\r\n<td width=\"14%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Data collection method<\/span><\/p>\r\n<\/td>\r\n<td width=\"16%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Findings<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"11%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Andrew et al. (2009)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"9%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">UK<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"11%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Nursing<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"13%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">To explore online communities for novice educators to develop professional identity<\/span><\/p>\r\n<\/td>\r\n<td width=\"8%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">14<\/span><\/p>\r\n<\/td>\r\n<td width=\"15%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Qualitative content analysis<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"14%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Web blog<\/span><\/p>\r\n<\/td>\r\n<td width=\"16%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Communities of practice can help in the development of professional identity <\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"11%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Talisman et al. (2015)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"9%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">USA<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"11%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Medicine<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"13%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">To explore the impact of teaching the mind-body medicine course on course facilitator\u2019s professional identity<\/span><\/p>\r\n<\/td>\r\n<td width=\"8%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">50<\/span><\/p>\r\n<\/td>\r\n<td width=\"15%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Mixed Methods cross sectional design<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"14%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Survey including the FMI &amp; PSS tools, &amp;\u00a0 open-ended questions<\/span><\/p>\r\n<\/td>\r\n<td width=\"16%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Participation as a facilitator in a mind-body medicine program has tangible positive outcomes for the professional identity of facilitators through improved communication, connection, empathy, and self-confidence.<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"11%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Stone et al. (2002)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"9%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">USA<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"11%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Medicine<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"13%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">To examine factors that preceptors perceive as important to their identity as teachers<\/span><\/p>\r\n<\/td>\r\n<td width=\"8%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">10<\/span><\/p>\r\n<\/td>\r\n<td width=\"15%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Qualitative<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"14%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Semi-structured interviews<\/span><\/p>\r\n<\/td>\r\n<td width=\"16%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Preceptors associate strong feelings with their identity as teacher.<\/span><\/p>\r\n<p><span lang=\"EN-US\">Four aspects of teacher identity are as follows: humanitarianism; adult learning principles; benefits and drawbacks, and image of self as teacher.<\/span><\/p>\r\n<p><span lang=\"EN-US\">Teacher identity was not associated with student learning.<\/span><\/p>\r\n<p><span lang=\"EN-US\">Faculty development can foster preceptor identity as teacher.<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"11%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">O&#8217;Sullivan and Irby (2014)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"9%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">USA<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"11%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Medicine<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"13%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">To examine identity formation of part time faculty developers <\/span><\/p>\r\n<\/td>\r\n<td width=\"8%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">29<\/span><\/p>\r\n<\/td>\r\n<td width=\"15%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Qualitative<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"14%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Semi-structured interviews<\/span><\/p>\r\n<\/td>\r\n<td width=\"16%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Professional identity is fluid, and evolves over time.\u00a0 Faculty development, particularly developing others has a direct impact on this.<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"11%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Lieff et al. (2012)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"9%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Canada<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"11%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Multiple professions<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"13%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">To understand the factors that relate to the formation and growth of academic identity<\/span><\/p>\r\n<\/td>\r\n<td width=\"8%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">43<\/span><\/p>\r\n<\/td>\r\n<td width=\"15%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Qualitative case study approach<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"14%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Reflective paper and focus groups <\/span><\/p>\r\n<\/td>\r\n<td width=\"16%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Academic identity formation is influenced by personal, relational and contextual factors, and that this identity the motivation, satisfaction, and productivity of health professional educators. <\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"11%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Higgs and McAllister (2007)<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"9%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Australia<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"11%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Speech Pathology<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"13%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">To examine the preparation and professional development of clinical educators based on research into the experiences of being a clinical educator<\/span><\/p>\r\n<\/td>\r\n<td width=\"8%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">5<\/span><\/p>\r\n<\/td>\r\n<td width=\"15%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Qualitative approach using hermeneutic phenomenology and narrative inquiry <\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"14%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Interviews <\/span><\/p>\r\n<\/td>\r\n<td width=\"16%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">The model of The Experience of Being a Clinical Educator, emphasising six dimensions: a sense of self, of self-identity; a sense of relationship with others; a sense of being a clinical educator; a sense of agency or purposeful action; dynamic self-congruence; and the experience of growth and change, can be used as the basis for helping clinical educators to reflect on what it means to be a clinical educator Faculty development activities that include reflective strategies can assist the educator transition from novice to expert.<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"11%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Heinrich (1997)<\/span><span lang=\"EN-US\"> <\/span><\/p>\r\n<\/td>\r\n<td width=\"9%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">USA<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"11%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Nursing <\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"13%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">To describe an educational interventional designed to assist nurses who experience impostor phenomenon as they negotiate professional transitions<\/span><\/p>\r\n<\/td>\r\n<td width=\"8%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Not stated<\/span><\/p>\r\n<\/td>\r\n<td width=\"15%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Program description<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"14%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Faculty\/author observation<\/span><\/p>\r\n<\/td>\r\n<td width=\"16%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Impostor phenomenon is prevalent among nurses as they negotiate professional identity transformation, and that the use of metaphors in faculty development programs can be effective in aiding this transition.<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"11%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Cranmer et al. (2018)<\/span><span lang=\"EN-US\"> <\/span><\/p>\r\n<\/td>\r\n<td width=\"9%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">USA<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"11%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Medicine<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"13%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">To describe the impact of a faculty mentoring program on the retention, promotion and professional fulfilment of junior faculty members<\/span><\/p>\r\n<\/td>\r\n<td width=\"8%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">23<\/span><\/p>\r\n<\/td>\r\n<td width=\"15%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Quantitative\u00a0 <\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<\/td>\r\n<td width=\"14%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Survey<\/span><\/p>\r\n<\/td>\r\n<td width=\"16%\" valign=\"top\">\r\n<p><span lang=\"EN-US\">Participation in a mentoring program has a positive effect on confidence, self-efficacy and skills, and that participation can assist new academic s develop their academic role and achieve professional fulfilment by fostering strong collegial and social relationships, ultimately leading to career satisfaction.<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<p style=\"text-align: center;\"><span lang=\"EN-US\">Table <\/span><span lang=\"EN-US\">3<\/span><span lang=\"EN-US\">.\u00a0 Summary of extracted data from the included articles<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Articles identified several key influences when describing the professional identity of healthcare educators (Figure 2).\u00a0 Seven articles describe the healthcare educator\u2019s interaction with others as having a positive influence on professional identity (Andrew et al., 2009; Heinrich, 1997; Higgs &amp; McAllister, 2007; Lieff et al., 2012; O&#8217;Sullivan &amp; Irby, 2014; Stone et al., 2002; Talisman et al., 2015).\u00a0 Interactions with peers was identified as being key to clinicians successfully adopting an educator professional identity.\u00a0 One study found that by providing opportunities for informal discussions and social interactions amongst peers, healthcare educators reported a sense of belonging which was found to be essential in identity formation (Lieff et al., 2012).\u00a0\u00a0 These findings were supported by Andrew et al. (2009) who found that online communities of practice were effective in supporting new educators in developing their professional identity.<\/span><\/p>\r\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/RA2537-Figure-2-300x149.png\" alt=\"\" class=\" wp-image-71200 aligncenter\" width=\"519\" height=\"258\" srcset=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/RA2537-Figure-2-300x149.png 300w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/RA2537-Figure-2-1024x510.png 1024w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/RA2537-Figure-2-768x383.png 768w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/RA2537-Figure-2.png 1417w\" sizes=\"auto, (max-width: 519px) 100vw, 519px\" \/><\/p>\r\n<p align=\"center\"><span lang=\"EN-US\">Figure <\/span><span lang=\"EN-US\">2<\/span><span lang=\"EN-US\">. Key influences of professional identity<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Interactions between the novice and expert educators were reported to have both a positive and negative influence on healthcare educators as they construct their educator identity.\u00a0 Two studies described the positive impact of formal mentoring programs, one as a means of maintaining a link to their clinical identity (Andrew et al., 2009), and the other as a tool to successfully negotiate the role transition (Cranmer et al., 2018). Lieff et al. (2012) reported that whilst certain individuals are motivated by experts, seeing them as role models, others were intimidated, discouraged, and overwhelmed by the interaction with the expert.\u00a0 Comparing oneself to others has the potential to reinforce or inhibit the development of the healthcare educator identity (Lieff et al., 2012).<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The role of faculty development activities on educator professional identity was reported by five studies (Cranmer et al., 2018; Heinrich, 1997; Higgs &amp; McAllister, 2007; Lieff et al., 2012; Stone et al., 2002).\u00a0 Three studies recommended that faculty development programs include content on fostering the development of identity as a healthcare educator (Higgs &amp; McAllister, 2007; O&#8217;Sullivan &amp; Irby, 2014; Stone et al., 2002).\u00a0 One study recommended using faculty development activities to remind clinicians of their existing role as educators to patients as a means of increasing their confidence and enhance educator identity (Stone et al., 2002).\u00a0 Another study identified the importance of faculty development programs in facilitating interactions with other healthcare educators with varying levels of expertise, that foster a sense of belonging (Lieff et al., 2012).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The perceptions of others was found to have an influence on professional identity (Andrew et al., 2009; Lieff et al., 2012; O&#8217;Sullivan &amp; Irby, 2014).\u00a0 One study reported that an evolving identity can be strengthened when the educator was seen by others as an educator, validating the new identity.\u00a0 The opposite was also found to be true where the perceptions of others that one is an educator could place a high level of anxiety on the emerging identity not yet fully embraced (Lieff et al., 2012).\u00a0 The influence which holding the title of healthcare educator had on an emerging identity is also linked to the perceptions of others.\u00a0 When labelled and referred to by others as an educator two studies found that professional identity as an educator was reinforced (Lieff et al., 2012; Stone et al., 2002).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Three studies found that the ability to learn and speak the language of the healthcare educator influenced how individuals developed their professional identity (Lieff et al., 2012; O&#8217;Sullivan &amp; Irby, 2014; Stone et al., 2002).\u00a0 O&#8217;Sullivan and Irby (2014) found that sharing a common healthcare educator language increased deeper relationship between educators, with Lieff et al. (2012) reporting that acquiring the right language provided credibility and legitimacy.\u00a0 A strong sense of professional identity was linked to motivation to educate, with one study suggesting that a desire to teach correlated with satisfaction in the role (Stone et al., 2002).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Aspects of identity alignment was found to be key in a healthcare educator\u2019s professional identity formation (Andrew et al., 2009; Lieff et al., 2012; O&#8217;Sullivan &amp; Irby, 2014; Stone et al., 2002).\u00a0 One study of novice nurse educators described the tension experienced when managing the dual identities of clinician and educator, and the stress that maintaining dual roles places on these nurses (Andrew et al., 2009).\u00a0 Another study looking at multiple healthcare professions highlighted this struggle, with participants facing the dilemma of how they can excel in both identities simultaneously (Lieff et al., 2012).\u00a0 Exploring physician educators, the study by Stone et al. (2002) found that the identities of clinician and educator were interwoven.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Four studies reported that as self-confidence developed so too did professional identity (Cranmer et al., 2018; Heinrich, 1997; Lieff et al., 2012; Talisman et al., 2015). Data from the study by Lieff et al. (2012) revealed that just as self-confidence ebbed and flowed during a healthcare educator\u2019s role transition, so too did their identity, resulting in feeling like an impostor.\u00a0 Talisman et al. (2015) found that as self-confidence grew fear of rejection by colleagues became less, and that self-confidence in ones\u2019 professional identity opened up opportunities to develop as a healthcare educator.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Only one study (Heinrich, 1997) made specific reference to the concept of impostor phenomenon, describing an educational program using metaphors as a corrective tool for those who experience feeling like a fraud.\u00a0 The authors do not provide any data on the prevalence of impostor phenomenon in the population of healthcare educators, nor do they provide any results on the impact of the educational program described.<\/span><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">IV. DISCUSSION<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Healthcare educators manage multiple identities, from social and cultural, to gender and religious, however professional identity tends to contribute a large part of an individual\u2019s overall identity.\u00a0 A change in professional identity brings with it inconsistencies between the old and the new, producing anxiety and discomfort, as the individual navigates this transition phase through which identity is reconstructed (Beech, 2010).\u00a0 In answering the review question, \u2018<\/span><i><span lang=\"EN-GB\">How is professional identity and impostor phenomenon described in the literature about healthcare educators?<\/span><\/i><span lang=\"EN-GB\">\u2019 <\/span><span lang=\"EN-US\">the findings indicate that in relation to professional identity, clinicians who become educators experience identity ambiguity, in line with the theory of rites of passage described by Van Gennep (Kulkarni, 2019; Petersen, 2017).\u00a0\u00a0 Characteristics of impostor phenomenon include anxiety, lack of self-confidence, depression, and frustration (Heinrich, 1997; Hibberd, 2019).\u00a0 While the literature describes the experiences of healthcare educators as they strive to solidify their professional identities, this review suggests that despite impostor phenomenon being described since the 1970\u2019s, the reporting of the phenomenon in the healthcare literature has only occurred in recent years, impostor phenomenon is not being measured amongst healthcare educators.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">For the secondary question in this review<\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-GB\">\u2018<i>How is professional identity of healthcare educators influenced by imposter phenomenon?<\/i>\u2019 <\/span><span lang=\"EN-US\">we found that there are key influences (Figure 2) that can be harnessed, through faculty development activities, to assist individual\u2019s transition to Van Gennep\u2019s third phase, aggregation, which is the final step in transitioning to a new career and establishing a new professional identity.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Creating opportunities for interactions with others, both peers and experts, through formal and informal interactions, has a positive impact on professional identity construction (Lieff et al., 2012; O&#8217;Sullivan &amp; Irby, 2014; Stone et al., 2002).\u00a0 A community of practice has been described as a collection of individuals who have a shared interest and who wish to deepen their knowledge, where participation provides members an opportunity to learn from one another (Wenger, 2010). The opportunity to engage in a community of practice enables the novice healthcare educator to construct their identity by comparing themselves with others, \u201cboosting their confidence and solidifying their identities as educators\u201d (Lieff et al., 2012; Wenger, 2010).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Communities of practice have been used in the healthcare sector in a variety of forms and with varying purposes (Dickinson et al., 2020; Ranmuthugala et al., 2011).\u00a0 Elements of social cognitive theory (Bandura, 1986) and social comparison theory (Bonifield &amp; Cole, 2008) underpin the outcomes that result from participating in a community of practice, whereby members learn through observing the behaviour of others.\u00a0 If the purpose of a community of practice is to assist in professional identity formation, membership needs to be carefully cultivated as the findings of this study acknowledge the potential negative influence \u2018experts\u2019 can have, as other members compare themselves, possibly viewing themselves as inadequate (Lieff et al., 2012).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The formation of single-disciplinary communities of practice should be considered given that this study has revealed healthcare educators from nursing and medicine experience their identity alignment differently.\u00a0 Nurses were reported as struggling with managing the dual identities of clinician and educator (Andrew et al., 2009), whereas the physicians viewed them as interwoven (Stone et al., 2002).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Faculty development activities traditionally focus on providing healthcare educators with the knowledge and skill required to perform a new role.\u00a0 Adopting a new professional identity as a healthcare educator involves more than acquiring new skills, but also new behaviours and attitudes (Ibarra, 1999).\u00a0 The findings of this review support the addition of a specific focus on fostering professional identity as part of any faculty development program for new healthcare educators (O\u2019Sullivan et al., 2021).\u00a0 Such inclusions to faculty development activities could be used to emphasize the skills that clinicians have as educators, skills that are transferable to their role in teaching emerging or current clinicians (Stone et al., 2002).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">This review has revealed the tension that healthcare educators may experience as they transition from one professional identity to another, as well as the struggles in balancing dual identities.\u00a0 The impact of this identity misalignment on the individual could result in levels of stress that see the individual reverting to their clinical professional identity and withdrawing from the healthcare educator workforce.\u00a0 Healthcare training organisations need to ensure that strategies such as developing communities of practice and faculty development activities are engaged to support healthcare educators on their rite of passage to developing their healthcare educator identity.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Whilst several tools to measure impostor phenomenon exist, including the Clance Impostor Phenomenon Scale (CIPS), Harvey Impostor Scale, Perceived Fraudulence Scale and Leary Impostor Scale, Mak et al. (2019) report that no scales have been validated for use with healthcare educators, a finding supported by this review.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Our findings indicate a paucity of articles on the influence of impostor phenomenon on healthcare educators as they align their clinical and educator identities.\u00a0 This review has described the influences on professional identity that can be harnessed to address identity ambiguity, resulting in improved job satisfaction, employment retention, ensuring a sustainable healthcare education workforce.<\/span><\/p>\r\n<p><i><span lang=\"EN-GB\"><\/span><\/i><i><span lang=\"EN-GB\">A. Limitations of the Review<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Six databases across health and education were included; it is possible that additional articles may have been identified if different databases were searched.\u00a0 <\/span><span lang=\"EN-US\">We did not comprehensively search the gray literature beyond conference abstracts, protocols, and dissertations. <\/span><span lang=\"EN-GB\">By limiting our coverage of articles only published in English we may have missed important studies published in other languages, potentially resulting in a regional bias.\u00a0 As no critical appraisal of methodological quality was undertaken the reliability of some findings may be limited.\u00a0 With the ever-changing use of language the search terms selected related to the concepts of professional identity and impostor phenomenon may not be exhaustive.\u00a0 <\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: center;\"><span lang=\"EN-GB\"><\/span><strong><span lang=\"EN-GB\">V. CONCLUSION<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The influence of impostor phenomenon on the professional identity alignment in healthcare educators has the potential to negatively impact the education of the current and future healthcare workforce.\u00a0 This review is a starting point for individuals and organisations involved in health professions education, and faculty development. It offers insight to the under examined understudied but potentially important prevalence and impact of impostor phenomenon in healthcare educators and the professional identity ambiguity experienced by clinicians as they take on the role of healthcare educator.\u00a0 This review highlights the need for further research into the prevalence of impostor phenomenon in healthcare educators across different settings, as well as exploring the experience and influence of impostor phenomenon on professional identity.<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Notes on Contributors<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">KF led the design and conceptualisation of this work, drafted the protocol, developed the search strategy, and conducted the search, data extraction, analysis, discussion and conclusion. SC and DN were involved in the conceptualisation of the review design, specifically in establishing the review question as well as the inclusion and exclusion criteria, provided feedback on the manuscript. BP, FN and SC guided the conceptualisation and design of the study and participated in data analyses and have revised all drafts of the manuscript. All authors approve the publishing of this manuscript.<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Ethical Approval<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Ethics approval was granted by The University of Western Australia Human Research Ethics Committee: RA\/4\/20\/5061.<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Data Availability<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">All relevant quantitative data are within the manuscript.<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Acknowledgement<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The authors would like to acknowledge Terena Solomons, Faculty Librarian, for her support and guidance in the development of the search strategy.<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Funding<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">This work has not received any external funding.<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Declaration of Interest<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">All authors declare that there are no conflicts of interest.<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">References<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Andrew, N., Ferguson, D., Wilkie, G., Corcoran, T., &amp; Simpson, L. (2009). Developing professional identity in nursing academics: The role of communities of practice. <i>Nurse Education Today, 29<\/i>(6), 607-611. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/https:\/dx.doi.org\/10.1016\/j.nedt.2009.01.012\">https:\/\/doi.org\/https:\/\/dx.doi.org\/10.1016\/j.nedt.2009.01.012<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Arksey, H., &amp; O&#8217;Malley, L. (2005). Scoping studies: Towards a methodological framework. <i>International Journal of Social Research Methods, 8<\/i>, 19-32. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1080\/1364557032000119616\"><span lang=\"EN-SG\">https:\/\/doi.org\/10.1080\/136455703200011961<\/span><\/a><\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Aubeeluck, A., Stacey, G., &amp; Stupple, E. J. N. (2016). Do graduate entry nursing student\u2019s experience \u2018Imposter Phenomenon\u2019?: An issue for debate. <i>Nurse Education in Practice, 19<\/i>, 104-106. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/https:\/doi.org\/10.1016\/j.nepr.2016.06.003\">https:\/\/doi.org\/https:\/\/doi.org\/10.1016\/j.nepr.2016.06.003<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Bandura, A. (1986). <i>Social foundations of thought and action: A social cognitive theory<\/i>. Prentice-Hall. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Barbulescu, R., &amp; Ibarra, H. (2008). Identity as narrative: Overcoming identity gaps during work role transitions. <i>INSEAD Working Papers Collection, 27<\/i>, 1-39. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Becker, H. S., &amp; Carper, J. W. (1956). The development of identification with an occupation. <i>The American Journal of Sociology, 61<\/i>(4), 289-298. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1086\/221759\">https:\/\/doi.org\/10.1086\/221759<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Beech, N. (2010). Liminality and the practices of identity reconstruction. <i>Human relations (New York), 64<\/i>(2), 285-302. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1177\/0018726710371235\">https:\/\/doi.org\/10.1177\/0018726710371235<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Bernard, D. L., Hoggard, L. S., &amp; Neblett, E. W. (2018). Racial discrimination, racial identity, and impostor phenomenon: A profile approach. <i>Cultural Diversity and Ethnic Minority Psychology, 24<\/i>(1), 51-61. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1037\/cdp0000161\">https:\/\/doi.org\/10.1037\/cdp0000161<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Bonifield, C., &amp; Cole, C. A. (2008). Better him than me: Social comparison theory and service recovery. <i>Journal of The Academy of Marketing Science, 36<\/i>(4), 565-577. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1007\/s11747-008-0109-x\">https:\/\/doi.org\/10.1007\/s11747-008-0109-x<\/a><\/span><u><span lang=\"EN-US\"> <\/span><\/u><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., &amp; Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers\u2019 professional identity. <i>European Journal of Psychology of Education, 27<\/i>(1), 115-132. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1007\/s10212-011-0069-2\">https:\/\/doi.org\/10.1007\/s10212-011-0069-2<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Chae, J. H., Piedmont, R. L., Estadt, B. K., &amp; Wicks, R. J. (1995). Personological evaluation of Clance&#8217;s imposter phenomenon scale in a Korean sample. <i>Journal of personality assessment, 65<\/i>(3), 468-485. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1207\/s15327752jpa6503_7\">https:\/\/doi.org\/10.1207\/s15327752jpa6503_<\/a><\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Clance, P. R., &amp; Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. <i>Psychotherapy, 15<\/i>(3), 241-247. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1037\/h0086006\">https:\/\/doi.org\/10.1037\/h0086006<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Clark, M., Vardeman, K., &amp; Barba, S. (2014). Perceived inadequacy: A study of impostor phenomenon among college and research librarians. <i>College &amp; Research Libraries, 75<\/i>(3), 255-271. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.5860\/crl12-423\">https:\/\/doi.org\/10.5860\/crl12-423<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Conroy, S. A., &amp; O&#8217;Leary-Kelly, A. M. (2014). Letting go and moving on: Work-related identity loss and recovery. <i>The Academy of Management review, 39<\/i>(1), 67-87. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.5465\/amr.2011.0396\">https:\/\/doi.org\/10.5465\/amr.2011.0396<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Covidence Systematic Review Software. (2019). Veritas Health Innovation. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/covidence.org\">https:\/\/covidence.org<\/a><\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Cowman, S. E., &amp; Ferrari, J. R. (2002). \u201cAm I for real?\u201d Predicting impostor tendencies from self-handicapping and affective components. <i>Social Behavior and Personality, 30<\/i>(2), 119-125. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.2224\/sbp.2002.30.2.119\">https:\/\/doi.org\/10.2224\/sbp.2002.30.2.119<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">\u00a0\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Cranmer, J. M., Scurlock, A. M., Hale, R. B., Ward, W. L., Prodhan, P., Weber, J. L., Casey, P. H., &amp; Jacobs, R. F. (2018). An adaptable pediatrics faculty mentoring model. <i>Pediatrics, 141<\/i>(5), Article e20173202. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1542\/peds.2017-3202\">https:\/\/doi.org\/10.1542\/peds.2017-3202<\/a><\/span><span lang=\"EN-US\">\u00a0 <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Crawford, W. S., Shanine, K. K., Whitman, M. V., &amp; Kacmar, K. M. (2016). Examining the impostor phenomenon and work\u2013family conflict. <i>Journal of Managerial Psychology, 31<\/i>(2), 375-390. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1108\/JMP-12-2013-0409\">https:\/\/doi.org\/10.1108\/JMP-12-2013-0409<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: justify;\">Cruess, S. R., Cruess, R. L., &amp; Steinert, Y. (2019). Supporting the development of a professional identity: General principles. <i>Medical Teacher<\/i>, <i>41<\/i>(6), 641-649. <span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1080\/0142159X.2018.1536260\"><span lang=\"EN-SG\">https:\/\/doi.org\/10.1080\/0142159X.2018.153626<\/span><\/a><\/span><\/p>\r\n<p style=\"text-align: justify;\">Dickinson, B., Chen, Z. X., &amp; Haramati, A. (2020). Supporting medical science educators: A matter of self-esteem, identity, and promotion opportunities. The <i>Asia Pacific Scholar, 5<\/i>(3), 1-4. <span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.29060\/TAPS.2020-5-3\/PV2164\"><span lang=\"EN-SG\">https:\/\/doi.org\/10.29060\/TAPS.2020-5-3\/PV2164<\/span><\/a><\/span>\u00a0<\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Dud\u0103u, D. P. (2014). The relation between perfectionism and impostor phenomenon. <i>Procedia &#8211; Social and Behavioral Sciences, 127<\/i>, 129-133. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1016\/j.sbspro.2014.03.226\">https:\/\/doi.org\/10.1016\/j.sbspro.2014.03.226<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Gottlieb, M., Chung, A., Battaglioli, N., Sebok\u2010Syer, S. S., &amp; Kalantari, A. (2019). Impostor syndrome among physicians and physicians in training: A scoping review. <i>Medical Education, 54<\/i>(2), 116-124. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1111\/medu.13956\">https:\/\/doi.org\/10.1111\/medu.13956<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Heinrich, K. T. (1997). Transforming impostors into heroes. Metaphors for innovative nursing education. <i>Nurse educator, 22<\/i>(3), 45-50. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1097\/00006223-199705000-00018\">https:\/\/doi.org\/10.1097\/00006223-199705000-00018<\/a><\/span><span lang=\"EN-US\">\u00a0 <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Hibberd, J. (2019). <i>The Imposter Cure: How to stop feeling like a fraud and escape the mind-trap of imposter syndrome<\/i>. Aster. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Higgs, J., &amp; McAllister, L. (2007). Educating clinical educators: Using a model of the experience of being a clinical educator. <i>Medical Teacher, 29<\/i>(2-3), e51-e57. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1080\/01421590601046088\">https:\/\/doi.org\/10.1080\/01421590601046088<\/a><\/span><span lang=\"EN-US\">\u00a0 <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Hutchins, H. M., Penney, L. M., &amp; Sublett, L. W. (2018). What imposters risk at work: Exploring imposter phenomenon, stress coping, and job outcomes. <i>Human Resource Development Quarterly, 29<\/i>(1), 31-48. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1002\/hrdq.21304\">https:\/\/doi.org\/10.1002\/hrdq.21304<\/a><\/span><span lang=\"EN-US\">\u00a0 <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Ibarra, H. (1999). Provisional selves: Experimenting with image and identity in professional adaptation. <i>Administrative Science Quarterly, 44<\/i>(4), 764-791. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.2307\/2667055\">https:\/\/doi.org\/10.2307\/2667055<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Kulkarni, M. (2019). Holding on to let go: Identity work in discontinuous and involuntary career transitions. <i>Human Relations, 73<\/i>(10), 1415-1438. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1177\/0018726719871087\">https:\/\/doi.org\/10.1177\/0018726719871087<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Leonhardt, M., Bechtoldt, M. N., &amp; Rohrmann, S. (2017). All impostors aren\u2019t alike &#8211; Differentiating the impostor phenomenon. <i>Frontiers in Psychology, 8<\/i>, 1505. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2017.01505\">https:\/\/doi.org\/10.3389\/fpsyg.2017.01505<\/a><\/span><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Lieff, S., Baker, L., Mori, B., Egan-Lee, E., Chin, K., &amp; Reeves, S. (2012). Who am I? Key influences on the formation of academic identity within a faculty development program. <i>Medical Teacher, 34<\/i>(3), e208-215. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.3109\/0142159x.2012.642827\">https:\/\/doi.org\/10.3109\/0142159x.2012.642827<\/a><\/span><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Mak, K. K. L., Kleitman, S., &amp; Abbott, M. J. (2019). Impostor phenomenon measurement scales: A systematic review. <i>Frontiers in Psychology, 10<\/i>, 671. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2019.00671\">https:\/\/doi.org\/10.3389\/fpsyg.2019.00671<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Mayrhofer, W., &amp; Iellatchitch, A. (2005). Rites, right? The value of rites de passage for dealing with today&#8217;s career transitions. <i>Career Development International, 10<\/i>(1), 52-66. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1108\/13620430510577628\">https:\/\/doi.org\/10.1108\/13620430510577628<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Neureiter, M., &amp; Traut-Mattausch, E. (2016). Inspecting the dangers of feeling like a fake: An empirical investigation of the impostor phenomenon in the world of work. <i>Frontiers in Psychology, 7<\/i>, 1445. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2016.01445\">https:\/\/doi.org\/10.3389\/fpsyg.2016.01445<\/a><\/span><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">O&#8217;Sullivan, P. S., &amp; Irby, D. M. (2014). Identity formation of occasional faculty developers in medical education: A qualitative study. <i>Academic Medicine, 89<\/i>(11), 1467-1473. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1097\/ACM.0000000000000374\">https:\/\/doi.org\/10.1097\/ACM.0000000000000374<\/a><\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">O\u2019Sullivan, P. S., Steinert, Y., &amp; Irby, D. M.\u00a0(2021).\u00a0A faculty development workshop to support educator identity formation.\u00a0<i>Medical Teacher<\/i>, <i>43<\/i>(8), 916-917. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1080\/0142159X.2021.1921135\">https:\/\/doi.org\/10.1080\/0142159X.2021.1921135<\/a><\/span><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Peters, M. D. J., Godfrey, C., McInerney, P., Munn, Z., Tricco, A. C., &amp; Khalil, H. (2020). Scoping Reviews. In E. Aromataris., &amp; Z. Munn (Eds.), <i>JBI Manual for Evidence Synthesis, JBI<\/i>.\u00a0 <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.46658\/JBIMES-20-12\">https:\/\/doi.org\/10.46658\/JBIMES-20-12<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Petersen, N. (2017). The liminality of new foundation phase teachers: Transitioning from university into the teaching profession. <i>South African Journal of Education, 37<\/i>(2), 1-9. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.15700\/saje.v37n2a1361\">https:\/\/doi.org\/10.15700\/saje.v37n2a1361<\/a><\/span><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Ranmuthugala, G., Plumb, J. J., Cunningham, F. C., Georgiou, A., Westbrook, J. I., &amp; Braithwaite, J. (2011). How and why are communities of practice established in the healthcare sector? A systematic review of the literature. <i>BMC Health Services Research, 11<\/i>, 273. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1186\/1472-6963-11-273\">https:\/\/doi.org\/10.1186\/1472-6963-11-273<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Robinson-Walker, C. (2011). The imposter syndrome. <i>Nurse Leader, 9<\/i>(4), 12-13. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/https:\/doi.org\/10.1016\/j.mnl.2011.05.003\">https:\/\/doi.org\/https:\/\/doi.org\/10.1016\/j.mnl.2011.05.003<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Sethi, A., Schofield, S., McAleer, S., &amp; Ajjawi, R. (2018). The influence of postgraduate qualifications on educational identity formation of healthcare professionals. <i>Advances in Health Sciences Education, 23<\/i>(3), 567-585. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1007\/s10459-018-9814-5\">https:\/\/doi.org\/10.1007\/s10459-018-9814-5<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Stone, S., Ellers, B., Holmes, D., Orgren, R., Qualters, D., &amp; Thompson, J. (2002). Identifying oneself as a teacher: The perceptions of preceptors. <i>Medical Education, 36<\/i>(2), 180-185. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1046\/j.1365-2923.2002.01064.x\">https:\/\/doi.org\/10.1046\/j.1365-2923.2002.01064.x<\/a><\/span><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Talisman, N., Harazduk, N., Rush, C., Graves, K., &amp; Haramati, A. (2015). The impact of mind-body medicine facilitation on affirming and enhancing professional identity in health care professions faculty. <i>Academic Medicine, 90<\/i>(6), 780-784. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1097\/acm.0000000000000720\">https:\/\/doi.org\/10.1097\/acm.0000000000000720<\/a><\/span><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The Joanna Briggs Institute (Ed.). (2017). <i>Joanna Briggs Institute Reviewer&#8217;s Manual<\/i>. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/reviewersmanual.joannabriggs.org\/%20\">https:\/\/reviewersmanual.joannabriggs.org\/<\/a><\/span><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Tricco, A. C., Soobiah, C., Antony, J., Cogo, E., MacDonald, H., Lillie, E., Tran, J., D\u2019Souza, J., Hui, W., Perrier, L., Welch, V., Horsley, T., Straus, S. E., &amp; Kastner, M. (2016). A scoping review identifies multiple emerging knowledge synthesis methods, but few studies operationalize the method. <i>Journal of Clinical Epidemiology,<\/i> 73, 19\u201328. <\/span><a href=\"https:\/\/doi.org\/10.1016\/j.jclinepi.2015.08.030\"><span lang=\"EN-US\">https:\/\/doi.org\/10.1016\/j.jclinepi.2015.08.030<\/span><\/a><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Vergauwe, J., Wille, B., Feys, M., De Fruyt, F., &amp; Anseel, F. (2015). Fear of being exposed: The trait-relatedness of the impostor phenomenon and its relevance in the work context. <i>Journal of Business and Psychology, 30<\/i>(3), 565-581. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1007\/s10869-014-9382-5\">https:\/\/doi.org\/10.1007\/s10869-014-9382-5<\/a><\/span><span lang=\"EN-US\">\u00a0 <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Villwock, J. A., Sobin, L. B., Koester, L. A., &amp; Harris, T. M. (2016). Impostor syndrome and burnout among American medical students: A pilot study. <i>International Journal of Medical Education, 7<\/i>, 364-369. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/dx.doi.org\/10.5116%2Fijme.5801.eac4\">https:\/\/dx.doi.org\/10.5116%2Fijme.5801.eac4<\/a><\/span><span lang=\"EN-US\">\u00a0 <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Wenger, E. (2010). Communities of practice and Social Learning Systems: The career of a concept. In C. Blackmore (Ed.), <i>Social Learning Systems and Communities of Practice<\/i> (pp. 179-198). Springer. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1007\/978-1-84996-133-2_11\">https:\/\/doi.org\/10.1007\/978-1-84996-133-2_11<\/a><\/span><span lang=\"EN-US\"> <\/span><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<p><span lang=\"EN-NZ\"><span lang=\"EN-AU\">*Kirsty J Freeman<br \/>\r\n<span lang=\"EN-US\">Duke-NUS Medical School<\/span><br \/>\r\n<\/span><span lang=\"EN-AU\"><span lang=\"EN-US\">8 College Road<\/span>,<br \/>\r\n<span lang=\"EN-US\">Singapore 169857<\/span><br \/>\r\n<\/span><\/span><span lang=\"EN-NZ\"><span lang=\"EN-AU\"><span lang=\"EN-US\">Tel: +65 89219676<\/span><br \/>\r\n<span lang=\"EN-US\">Email: kirsty.freeman@duke-nus.edu.sg<\/span><\/span><br \/>\r\n<\/span><\/p>","protected":false},"featured_media":0,"parent":0,"menu_order":4,"template":"","issues_category":[16],"archive_category":[],"issue_type":[25],"volume_category":[61870],"class_list":["post-71197","issues","type-issues","status-publish","hentry","issues_category-review-article","issue_type-past-issue","volume_category-volume-7-number-1-january-2022"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.4 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>From clinician to educator: A scoping review of professional identity and the influence of impostor phenomenon - The Asia Pacific Scholar<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"From clinician to educator: A scoping review of professional identity and the influence of impostor phenomenon - The Asia Pacific Scholar\" \/>\n<meta property=\"og:description\" content=\"Submitted: 19 May 2021 Accepted: 7 October 2021 Published online: 4 January, TAPS 2022, 7(1), 21-32 https:\/\/doi.org\/10.29060\/TAPS.2022-7-1\/RA2537 Kirsty J Freeman1, Sandra E Carr2, Brid Phillips2, Farah Noya3 &amp; Debra Nestel4,5 1Office of Education, Duke NUS Medical School, Singapore, Singapore; 2Division of Health Professions Education, The University of Western Australia, Perth, Australia; 3Faculty of Medicine, Pattimura [&hellip;]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/\" \/>\n<meta property=\"og:site_name\" content=\"The Asia Pacific Scholar\" \/>\n<meta property=\"article:modified_time\" content=\"2022-12-13T02:20:36+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/RA2537-Figure-1-267x300.png\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"14 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/\",\"url\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/\",\"name\":\"From clinician to educator: A scoping review of professional identity and the influence of impostor phenomenon - The Asia Pacific Scholar\",\"isPartOf\":{\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/#primaryimage\"},\"image\":{\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/#primaryimage\"},\"thumbnailUrl\":\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/RA2537-Figure-1-267x300.png\",\"datePublished\":\"2021-12-13T00:11:21+00:00\",\"dateModified\":\"2022-12-13T02:20:36+00:00\",\"breadcrumb\":{\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/#primaryimage\",\"url\":\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/RA2537-Figure-1.png\",\"contentUrl\":\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/RA2537-Figure-1.png\",\"width\":602,\"height\":676},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/medicine.nus.edu.sg\/taps\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"From clinician to educator: A scoping review of professional identity and the influence of impostor phenomenon\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/#website\",\"url\":\"https:\/\/medicine.nus.edu.sg\/taps\/\",\"name\":\"The Asia Pacific Scholar\",\"description\":\"\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/medicine.nus.edu.sg\/taps\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-US\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"From clinician to educator: A scoping review of professional identity and the influence of impostor phenomenon - The Asia Pacific Scholar","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/","og_locale":"en_US","og_type":"article","og_title":"From clinician to educator: A scoping review of professional identity and the influence of impostor phenomenon - The Asia Pacific Scholar","og_description":"Submitted: 19 May 2021 Accepted: 7 October 2021 Published online: 4 January, TAPS 2022, 7(1), 21-32 https:\/\/doi.org\/10.29060\/TAPS.2022-7-1\/RA2537 Kirsty J Freeman1, Sandra E Carr2, Brid Phillips2, Farah Noya3 &amp; Debra Nestel4,5 1Office of Education, Duke NUS Medical School, Singapore, Singapore; 2Division of Health Professions Education, The University of Western Australia, Perth, Australia; 3Faculty of Medicine, Pattimura [&hellip;]","og_url":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/","og_site_name":"The Asia Pacific Scholar","article_modified_time":"2022-12-13T02:20:36+00:00","og_image":[{"url":"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/RA2537-Figure-1-267x300.png","type":"","width":"","height":""}],"twitter_card":"summary_large_image","twitter_misc":{"Est. reading time":"14 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"WebPage","@id":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/","url":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/","name":"From clinician to educator: A scoping review of professional identity and the influence of impostor phenomenon - The Asia Pacific Scholar","isPartOf":{"@id":"https:\/\/medicine.nus.edu.sg\/taps\/#website"},"primaryImageOfPage":{"@id":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/#primaryimage"},"image":{"@id":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/#primaryimage"},"thumbnailUrl":"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/RA2537-Figure-1-267x300.png","datePublished":"2021-12-13T00:11:21+00:00","dateModified":"2022-12-13T02:20:36+00:00","breadcrumb":{"@id":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/"]}]},{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/#primaryimage","url":"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/RA2537-Figure-1.png","contentUrl":"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2021\/11\/RA2537-Figure-1.png","width":602,"height":676},{"@type":"BreadcrumbList","@id":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/from-clinician-to-educator-a-scoping-review-of-professional-identity-and-the-influence-of-impostor-phenomenon\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/medicine.nus.edu.sg\/taps\/"},{"@type":"ListItem","position":2,"name":"From clinician to educator: A scoping review of professional identity and the influence of impostor phenomenon"}]},{"@type":"WebSite","@id":"https:\/\/medicine.nus.edu.sg\/taps\/#website","url":"https:\/\/medicine.nus.edu.sg\/taps\/","name":"The Asia Pacific Scholar","description":"","potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/medicine.nus.edu.sg\/taps\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en-US"}]}},"_links":{"self":[{"href":"https:\/\/medicine.nus.edu.sg\/taps\/wp-json\/wp\/v2\/issues\/71197","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/medicine.nus.edu.sg\/taps\/wp-json\/wp\/v2\/issues"}],"about":[{"href":"https:\/\/medicine.nus.edu.sg\/taps\/wp-json\/wp\/v2\/types\/issues"}],"wp:attachment":[{"href":"https:\/\/medicine.nus.edu.sg\/taps\/wp-json\/wp\/v2\/media?parent=71197"}],"wp:term":[{"taxonomy":"issues_category","embeddable":true,"href":"https:\/\/medicine.nus.edu.sg\/taps\/wp-json\/wp\/v2\/issues_category?post=71197"},{"taxonomy":"archive_category","embeddable":true,"href":"https:\/\/medicine.nus.edu.sg\/taps\/wp-json\/wp\/v2\/archive_category?post=71197"},{"taxonomy":"issue_type","embeddable":true,"href":"https:\/\/medicine.nus.edu.sg\/taps\/wp-json\/wp\/v2\/issue_type?post=71197"},{"taxonomy":"volume_category","embeddable":true,"href":"https:\/\/medicine.nus.edu.sg\/taps\/wp-json\/wp\/v2\/volume_category?post=71197"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}