CHAPTER 1

INTRODUCTION

A. Background of the Study

Imposter syndrome, also known as imposter phenomenon or imposterism, is a pervasive

psychological internal experience of intellectual and professional phoniness (Clance & Imes,

1978). Individuals that experience such phenomena perceive others with inflated perceptions of

their abilities and fear of being evaluated which makes them conscious about exposed as

“frauds” with a perceived inability to replicate success. People with such trait do not believe that

they truly earn their accomplishments and that their ideas and skill are insignificant, unworthy of

the attention of other people. The feeling of fraudulence exists despite evidence of on-going

success. Individual who possess such syndrome tends to not accept praises and self-critical in

which they attribute their achievements to external factors such as luck, hard work, or

interpersonal assets instead of crediting their success to internal factors such as their own

abilities, intelligence, or skills (Mak et al., 2019).

Imposter syndrome is traditionally viewed as an ingrained personality trait, recent

psychological studies point this phenomenon as a reaction to certain stimuli or events that

prompts such feelings. Imposter phenomena was first studied by Clance and Imes (1978) in

female college students and faculty which established the pervasive feelings of fraudulence

among this group. This work has since then been expanded to study it persistence across race,

gender, age groups, and occupation.

The feeling of fraudulence experienced in imposter phenomena are rooted from the point

of view that the achievement of an individual can be done by others as well; hence, this feeling

1
leads to the perception that they do not deserve opportunities over other people. Pluralistic

ignorance also plays a role in the development of the trait. Every individual doubt themselves

internally due to them not knowing how hard other people work and how others find difficulty in

certain tasks. This uncertainty makes it hard for a person to dismiss feelings that they are less

than capable to others in achieving certain tasks (Colman, 2019).

Recent studies identified various factors that contribute to the development of imposter

syndrome and various psychological signs and symptoms, such as perfectionism, overworking,

undermining one’s own achievements, fear of failure and, discounting praises (Maqsood et al.,

2018). Links have also been established between imposterism and its consequence psychological

distress, such as depression and anxiety. Development of depression or anxiety in people are

probable if imposter feeling is prolonged. Providing understanding to Imposter syndrome can

lead to an effective intervention that reduces psychological distress (Sakulku & Alexander,

2011).

B. Statement of the Problem

Imposter phenomenon usually manifest among students especially those who pursue

higher education, such as medicine. This, however, is often ignored and assumed as an

insignificant matter. As such, this research proposal aims to bring forth the subject matter to the

public. Hence in the study, the researchers sought to know what is the percentage of the CSU

medical students who possess Imposter syndrome; the frequency of Imposter syndrome per year

level; the factors associated to the developments of imposterism; the impacts of imposterism in

the social and academic performance of CSU medical students; and the mental health risk

associated with the Imposter phenomena manifested by CSU medical student.

2
C. Hypotheses

The hypotheses of this research will revolve to the occurrence of Imposter syndrome

among medical students at CSU and its impacts. In statistical terms, the study states these

hypotheses as follows:

H01: The pursuit of doctorate degree in medicine has no significant correlation with the

development of Imposter syndrome.

HA1: The pursuit doctorate degree in medicine has a significant correlation with the

development of Imposter syndrome

H02: The frequency of students manifesting Imposter syndrome has no significant

correlation with their year level.

HA2: The frequency of students manifesting Imposter syndrome has a significant

correlation with their year level.

H03: Burnout developed by students in medical school has no significant correlation

Imposter syndrome.

HA3: Burnout developed by students in medical school has a significant correlation

Imposter syndrome.

3
D. Objectives

This study aims to identify the prevalence rate of Imposter Syndrome among CSU Carig

medical students.

Specifically, it aims to:

1. Identify the occurrence of Imposter syndrome among CSU medical students and

its frequency per year level.

2. Determine the impacts of imposterism in the social and academic performance of

CSU medical students.

3. Determine the incidence of burnout derived from Imposter syndrome.

E. Significance of the Study

This study will be developed in order to promote understanding of the Imposter

phenomenon. This will help imposters to provide justifications to their behaviors and help build

self-esteem and confidence. Dissemination of information regarding the Imposter phenomenon

among the target population will help to provide greater understanding to the factors contributing

to the phenomena. This ultimately hope for the improvement of interpersonal and academic

performance of students toward their pursuit of their doctorate degree in medicine. This also

aims to layout effective interventions to reduce risks of psychological distress among students.

4
F. Scope and Delimitation of the Study

This study will focus on the determination of the prevalence of Imposter syndrome

among randomly selected medical students from the first year, second year, and third year levels

at CSU College of Medicine. Factors such as age, gender, race, occupation, and marital status

will not be considered.

G. Ethical Considerations

This study will be carried out in accordance with the general principles of ethics that was

set by the American Psychological Association of which are the Principle of Beneficence and

Nonmaleficence, Principle of Fidelity and Responsibility, Principle of Integrity, Principle of

Justice, and Principle of Respect for the Right and Dignity of the People (APA, 2017).

The Principle of Beneficence and Nonmaleficence requires this study to be of best benefit

for the participants in the survey and ensure that the outcome of the study will cause them no

harm (APA, 2017).

The Principle of Fidelity and Responsibility charges the researchers to establish faithful

relationships with the participants and uphold excellent standards to the extent needed to serve

the best interest of the participants. Principle of Integrity compels to strive for the righteousness

and candor of whatever will be the result that will be disclosed to the participants at the end of

the study (APA, 2017).

Principle of Justice oblige the researchers to make certain to the participants that they will

be evaluated evenly and that there will be no biases that will lead to unfair practices (APA,

2017).

5
 Lastly, Principle of Respect for the Dignity and Respect of the People, enforces us to

respect the dignity and worth of all the participants, and the rights of individual privacy,

confidentiality and self-determination (APA, 2017).

F. Operational Definition of Terms

1. Burnout. Exhaustion of physical and mental fortitude often due to persistent stress

(Merriam-Webster, 2020).

2. Fraudulence. Act of falsehood or having the disposition to deceive or give false

impression. Individuals who commit such act is called as a fraud (Merriam-Webster,

2020).

3. Imposterism. A psychological phenomenon in which an individual doubt his or her own

accomplishments and credits it to luck, not to his or her own abilities. A person who

manifest such condition is known as an Imposter (Clance & Imes, 1978).

4. Intellectual phoniness. An insincere and pretentious claim to greatness, be it in terms of

success, intelligence, or skillfulness. The term used to those who commit such act is

called a phony, which is synonymous to a fraud (Merriam-Webster, 2020).

5. Interpersonal performance. Act of building and having healthy social relationship and

communication among other individuals (Merriam-Webster, 2020).

6. Pluralistic Ignorance. A phenomenon that occur when individual members of a group

believe that others in their group holds comparably more or less extreme attitudes,

beliefs, or behavior. As such, people mistakenly assume that they fell differently from the

other members of the group, despite acting in a similar manner (Oleson, n.d.).

6
7. Psychological Distress. An umbrella term used to describe mental discomfort causing

disturbance to the daily functioning of an individual. Common presentation are

depression and anxiety (Merriam-Webster, 2020).

8. Psychological Well-being. A positive mental state which is usually presented as a

feeling of satisfaction and genuine happiness (Merriam-Webster, 2020).

7
 CHAPTER II
REVIEW OF RELATED LITERATURES

Discovery of Imposter Phenomenon

Medical students who consider themselves lucky to achieve success and believe that they

are inferior to others even though they were outstanding in their undergraduate courses and

passed the licensure examinations are called “imposters”. While other people perceive medical

students as intelligent individuals, medical students doubt themselves, feeling that they fooled

other people and anyone could reach whatever they have accomplished in life and could have

even done better than them (Clance & Imes, 1978).

Imposter phenomenon is used to designate an internal experience of intellectual

phoniness which appears to be particularly prevalent and intense among a select sample of high

achieving women. A five-year study conducted by University of Georgia, with individual

psychotherapy, theme-centered interaction groups, and college classes with over 150 highly

successful women – women who have earned their doctorate degree in philosophy in various

specialties, who are respected professionals in their fields, or who are students recognized for

their academic excellence. These women do not experience an internal sense of success. Having

a strong belief that they are not intelligent; these women are convinced that they have fooled

anyone who thinks otherwise. Self-declared imposters fear that eventually someone significant

will discover that they are indeed intellectual imposters. These women who exhibit imposter

phenomenon do not fall into any diagnostic category. Clinical symptoms most frequently

reported are generalized anxiety, lack of self-confidence, depression and frustration related to

inability to meet self-imposed standards of achievement (Clance & Imes, 1978).

8
Imposter Phenomenon: Description and its Associated Symptoms

Imposter syndrome, also known as imposter phenomenon, imposterism, fraud syndrome

or the imposter experience, is a psychological pattern in which one doubts the accomplishment

of oneself and has a persistent internalized fear of being exposed as a "fraud". Imposter

syndrome is not a psychiatric disorder. It is not featured in the American Psychiatric

Association's Diagnostic and Statistical Manual (DSM-5), but it can lead to clinical anxiety or

depression, as well as more day-to-day unhappiness and stress (Bravata et al., 2019; Sukalku &

Alexander, 2011).

Imposter syndrome is strongly associated with psychologic distress and is linked to

burnout, a problem that is increasingly recognized in physicians and trainees. Individuals with

imposter syndrome are typically high achievers who seem to be doing well but may be struggling

quietly. Trainees with imposter syndrome are particularly vulnerable because they fail to

internalize positive feedback, and disregard the accolades they receive, in the belief that others

have a falsely high impression of their abilities (Sakulku & Alexander, 2011).

These are characteristics associated with Imposter Syndrome: perfectionists, natural

genius, superhuman or superstudent, expert, and a soloist. Being a perfectionist, an imposter

perceives competence as 100% perfection and anything short of this is considered failure. This

individual always focuses on how something could have been done better. As a natural genius,

an imposter measures competence by how easily the achievement came to him. Hard work and

perseverance are considered negative traits because this individual feel that success should have

come more naturally to them. Another one is being a superhuman or superstudent, who perceives

competence as the ability to juggle numerous roles and responsibilities simultaneously and

falling even slightly short in one role – parent, caregiver, researcher, etc. – constitutes overall

9
failure even in the context of major successes. An imposter can also be an expert who measures

competence by the volume of knowledge or skill and fears being exposed as inexperienced

because of lack of knowledge. Lastly, an imposter is also a soloist who can perceives

competence only if an achievement was obtained completely on their own without the aid of

additional resources and asking for help is considered a sign of failure (Sakulku & Alexander,

2011).

Manifestation of Imposter phenomenon across gender and family background

Imposters typically fall into one of the two groups with respect to early family. In one

group are women who have a sibling or close relative who has been designated as the

“intelligent” member of the family. Each of the women, on the other hand, has been told directly

or indirectly that she is “sensitive” or socially adept one in the family, implying that she can

never prove that she is as bright as her sibling regardless of her intellectual accomplishments. In

the second group are women that as a girl was conveyed perfect by her family - superior in

intellect, personality, appearance, and talents. When the child begins experiencing that she

cannot do everything she wants to, she feels obligated to fulfill the expectations of her family

even though she knows she cannot keep up the act forever (Clance & Imes, 1978).

Women are more prone to experiencing imposter phenomenon because they consistently

have lower expectations than men of their ability to perform successfully on a wide variety of

tasks (Deaux, 1976). These findings are consistent with the following principles: an unexpected

performance outcome will be attributed to a temporary cause, and an expected outcome will be

attributed to a stable cause. Temporary causes such as luck or effort bring success according to

women, attributing failure to lack of ability. In contrast to men, success is due to the internal,

stable factor of ability, attributing failure to luck or task difficulty (Clance & Imes, 1978).

10
Imposter Phenomenon Impacts to Health

Salkuku and Alexander (2011) found that imposter fears have the capability to influence

psychological health and well-being. Yet, the influence of coping styles on the relationship

between imposterism and psychological distress desires a lot of study.

An important facet of Imposter phenomenon is to look at the psychological state of

imposters as conditions that are unfavorable to the psychological well-being of the imposters.

Imposter could be a characteristic within which the people has stranger emotional desires for

acceptance and social support; however, they are ineffective to satisfy these desires because of

communication fear with others. Persons with pronounced imposter syndrome experience severe

anxiety, fear, doubt, and psychosomatic symptoms. Additionally, these show that these

individuals are more introverted, sensitive of evaluation, and are afraid of making mistakes. In

fact, they found that feelings of inadequacy and merit, like what imposters feel and experience,

affecting the ability of individuals to operate at the highest level of their abilities (Kananifar and

Seghatoleslam, 2015).

Clinicians and employers ought to be aware of the prevalence of Imposter syndrome

among populations of professionals and take steps to assess for imposter feelings and customary

comorbidities. During a study of 14,161 participants, it was found that 62 studies met the

inclusion criteria in which half were revealed within the past six years since 2019. Prevalence

rates of Imposter syndrome varied wide from 9% to 82% largely counting on the screening tool

and cut-off used to assess symptoms and were significantly high among ethnic minority group. It

was concluded that Imposter syndrome is usually comorbid with depression and anxiety and is

11
related to impaired job performance, job satisfaction, and burnout among varied worker

populations as well as clinicians (Bravata et al., 2019).

Henning, Ey, and Shaw (1998) also concluded that imposter feelings are correlated with

psychological distress. After surveying 477 students in medical, dental, nursing, and pharmacy

programs, they found that those employed in health professions were at high risk for

psychological distress. Moreover, the number of students who expressed strong fears of being

discovered as an imposter was high. Nursing and pharmacy students were more probable to have

sought mental treatment before beginning their medical program than the other medical students.

Additionally, it had been found that male nursing students experienced more distress than female

nursing students. Conclusively, the researchers believed that the “severity of imposter concerns

served as a stronger predictor of the current psychological distress of the students than all of the

other demographic and personality characteristics examined”.

Imposter Phenomenon Measurement Scales: The Clance Imposter Phenomenon Scale

Various attempts to study and investigate the Imposter phenomenon has led to the

development of scales to measure it. Three of which are explained below.

Harvey Imposter Phenomenon scale (HIPS; Harvey, 1981), a 14-item scale was designed

to measure the presence of cognitions and affects in association to the phenomenon. This was

reported by Harvie to have an internal consistency and good convergent and discriminant

validity (Fujie, 2010). However, low levels of internal consistency (a = 0.34, (Edwards,

Zeichner, Lawler, & Kowalski, 1987); a = 0.64, (Kolligian & Sternberg, 1991) were evident on

12
other studies. Additionally, there was no adequate differentiation in imposter and non-imposters

(Fujie, 2010).

In attempts to improve the measurement of the Imposter phenomenon and to take into

account the attributes and feelings that were not addressed by the Harvey Imposter Scale, a 20-

item instrument, the Clance Imposter Scale (CIPS; Clance 1985) was developed to acknowledge

the fear of being evaluated and the lacking feeling as compared to their peers (Mak, Kleitman &

Abbott, 2019). In contrast to HIPS, CIPS has shown high levels of internal consistency (a = 0.84,

(Prince, 1989); a = 0.96, (Holmes et al., 1993) which seems to have remedied some of the

problems identified in HIPS (Fujie, 2010).

In response to Cozzarelli and Major who suggested that the Imposter phenomenon was

simply a reflection of the natural tendency of humans to express negative affect (Fujie, 2010), a

51-item Perceived Fraudulence scale was developed by Kolligan and Sternberg (Mak, et. al.,

1981). Through the study conducted by Kolligan and Sternberg, high scorers on the trait

imposter phenomenon were distinguished from those with higher tendency to experience

negative affect which was an indication that the imposter phenomenon was an independent

concept. Equally important, PFS, as suggested by Kolligan and Sternberg does not address the

effects of different types of situational factors (Fujie, 2010).

Despite the popularity of some measurement over the others, these instruments are yet to

be subjected to a systematic evaluation of their psychometric properties.

13
 Research Paradigm/ Conceptual Framework

INDEPENDENT VARIABLES DEPENDENT

VARIABLES

Pursuit of a degree in Development of Imposter

medicine MODERATING VARIABLES Syndrome

➢ External praise and

validation
➢ Personal narratives that
Frequency of students associate performance Year level in Medicine
with imposter syndrome with self-worth
➢ Societal discourse of
comparison, expectations
and achievement

Development of
Manifestation of
depression and anxiety
Imposterism in students

Figure 1. Research Paradigm of the Study. This schematic diagram of the

research illustrates the Independent-Dependent variables to be used in the study to
show the prevalence of Imposter Syndrome among the CSU medical students. It
also shows the possible correlation of the different independent variables and
dependent variables to external praise and validation, personal narratives that
associate performance with self-worth and societal discourse of comparison,
expectations and achievement.

14
 CHAPTER III
METHODOLOGY

This study includes different equipment, methods, and procedures on how to determine

the prevalence of the Imposter syndrome among the medical students of Cagayan State

University College of Medicine. The research methodology, subjects of the study, sampling

technique, procedure of gathering, and statistical treatment used are shown below.

A. Research Study Design

A descriptive study will be used in this proposal thesis entitled “Prevalence of Imposter

syndrome among medical students in Cagayan State University, Carig Campus, College of

Medicine”. The statistical treatment of this study will use cross-sectional, psycho-social analysis

with three groups of medical students (Group I: First Year; Group 2: Second Year; Group 3:

Third Year).

B. Subjects of the Study

The researchers will be conducting the study with the first year, second year, and third

year medical students of CSU College of Medicine.

C. Population and Sample Size

One hundred and fifty CSU medical students will be randomly selected and will complete

the 20-item Clance Imposter Phenomenon Scale (CIPS; Clance, 1985; see Appendix B) which

15
measures imposterism on a scale from 1 (not at all true) to 5 (very true). The participants will be

composed of 50 First year, 50 Second year and 50 Third year medical students with no

specifications of gender, age and nationality.

Table 1. Criteria for Inclusion and Exclusion

STUDY PARAMETERS INCLUSION CRITERIA EXCLUSION CRITERIA
Sample population First year, second year, third Non-medical students
year medical students of CSU
Carig Campus
Study focus Studies that examine the Studies that examine
prevalence of Imposter psychological disorders that
syndrome among medical may present with or mistaken
students of CSU as imposter syndrome
Methodology Studies that use qualitative Studies that only use
methods for data capture and quantitative data and use
analysis including quantitative methods of
questionnaires, interviews, analysis
content analysis
Language Studies written in English Studies not written in English

Study type Primary research, published Book reviews, unpublished

articles and journals theses, opinion pieces,
literature reviews, non-peer-
reviewed journals

Table 1 shows the inclusion and exclusion criteria to be used in determining the study

parameters to be used. The study parameters include sample population, study focus,

methodology, language and study type.

16
D. Data Collection

The randomly selected medical students will complete the 20-item Clance Imposter

Phenomenon Scale (CIPS; Clance, 1985; see Appendix B) which measures imposterism on a

scale from 1 (not at all true) to 5 (very true). Sample items include, “I can give the impression

that I’m more competent than I really am;” “I avoid evaluations if possible and have a dread of

others evaluating me;” and “I’m afraid people important to me may find out that I’m not as

capable as they think I am.” Items that exclusively referred to imposterism at work were

modified to also include school experiences because the sample consisted of postgraduate

students who may have past work experiences (α = 0.90) (Clance, 1985).

Prior research has used the CIPS to identify imposters from non-imposters (Holmes et al.,

1993). Responses to this scale have been shown to be negatively related to self-efficacy, self-

confidence, and an attributional style that emphasizes internal sources of failure (Kumar &

Jagacinski, 2006). Additionally, the CIPS is the most widely used measure of imposterism

(Holmes et al., 1993).

E. Data Processing

After taking the test for Imposter syndrome, the numbers of the responses to each

statement will be added together. If the total score is 40 or less, the respondent has few Imposter

characteristics; if the score is between 41 and 60, the respondent has moderate IP experience; a

score between 61 and 80 means the respondent frequently has Imposter feelings; and a score

higher than 80 means the respondent often has intense IP experiences. The higher the score, the

17
more frequently and seriously the Imposter Phenomenon interferes in a person’s life (Clance,

1985).

F. Data Analysis

The researchers will use cross-sectional, psycho-social analysis design as the statistical

method in analyzing the data and to determine the prevalence of Imposter Syndrome among the

CSU medical students.

Table 2. Cross-sectional Layout of First Year Medical Students

First Year Total
Number with Number without
factor/exposed factor/exposed
(depression and (normal)
anxiety) (E-)
(E+)
Number with syndrome
(Imposter Syndrome)
Number without syndrome
(Imposter Syndrome)
Total

Table 2 shows the coexistence of those exposed or non-exposed First Year medical

Students and the Imposter Syndrome. The factors for the analysis are depression and anxiety, as

medical students are used to be exposed with these common psychological problems.

18
 Table 3. Cross-sectional Layout of Second Year Medical Students
Second Year Total
Number with Number without
factor/exposed factor/exposed
(depression and (normal)
anxiety) (E-)
(E+)
Number with syndrome
(Imposter Syndrome)
Number without syndrome
(Imposter Syndrome)
Total

Table 3 shows the coexistence of those exposed or non-exposed Second Year medical

Students and the Imposter Syndrome. The factors for the analysis are depression and anxiety, as

medical students are used to be exposed with these common psychological problems.

Table 4. Cross-sectional Layout of Third Year Medical Students

Third Year Total
Number with Number without
factor/exposed factor/exposed
(depression and (normal)
anxiety) (E-)
(E+)
Number with syndrome
(Imposter Syndrome)
Number without syndrome
(Imposter Syndrome)
Total

Table 4 shows the coexistence of those exposed or non-exposed Third Year medical

Students and the Imposter Syndrome. The factors for the analysis are depression and anxiety, as

medical students are used to be exposed with these common psychological problems.

19
 TIMETABLE

Revise, refine and prep

Planning and preparation
• Evaluation of approach to pilot study
• Tool selection • Revision of instructions and materials
• Selection of study • Recruitment of full study participants
participants

Logging period

JANUARY FEBRUARY MARCH APRIL MAY JUNE

Research proposal
Data Analysis

Pilot logging period

Pilot pre-study brief

Post-study interview

• Discussion and
evaluation of
entries
• Additional
insights
• Clarifications

Pilot post-study
briefing

• Feedbacks

20
 PERSONNEL & FACILITIES
Personnel involved in the construction of this research study are second year medical

students from Cagayan State University College of Medicine and will conduct the research on

CSU College of Medicine since the target participants are also the co-students from CSU College

of Medicine. After the survey, the researchers will send the data gathered to a statistician for us

to prove our hypotheses accurately and to come up with a valid conclusion.

21
 BUDGET
Item Quantity Price

Bond Paper 2 Php 550.00

Black Printer Ink 1 Php 260.00

Statistician Professional Fee - Php 5,000.00

Estimated Total Php 5,810.00

22
 References

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Conduct. Retrieved on February 11, 2020 from https://www.apa.org/ethics/
code/?item=4

Bravata, D.M., Watts, S.A., Keefer, A.L. et al. (2019). Prevalence, Predictors, and Treatment
of Impostor Syndrome: A Systematic Review. Journal of General Internal Medicine:
https://doi.org/10.1007/s11606-019-05364-1

Clance, P.R (1985). The Imposter Phenomenon: When Success Makes You Feel Like A Fake.
New York: Bantam Books (pp. 20-22)

Clance, P. R., & Imes, S. A. (1978). The Imposter Phenomenon in High Achieving Women:
Dynamics and Therapeutic Interventions. Psychotherapy: Theory, Research and Practice
Vol. 15, No. 3, 241-247.

Colman, S. (Director). (2019). What is imposter syndrome and how can you combat it [Motion
Picture].

Deaux, D. Sex and the attribution process. In J. H. Harvey, W. J. Ickes, & R. F. Kidd (Eds.). New
directions in attribution research. Vol. 1. New York: Halsted Press Division, Wiley,
1976, pp. 335-352
Edwards, P. W., Zeichner, A., Lawler, N., & Kowalski, R. (1987). A validation study of the
Harvey Imposter Phenomenon Scale. Psychotherapy, 24, 256-259.

Fujie, R. (2010). Development of the State Imposter Phenomenon Scale. Japanese

Psychological Research, 52, 1–11. doi: 10.1111/j.1468-5884.2009.00417.x

Harvey, J., C. (1981). The imposter phenomenon an achievement: A failure to internalize

success (Doctoral dissertation, Temple University). Dissertation Abstracts
International, 42, 4969B.
Henning, K., Ey, S., & Shaw, D. (1998). Perfectionism, the imposter phenomenon and
psychological adjustment in medical, dental, nursing and pharmacy students. Medical
Education, 32(5), 45-464.

Holmes, S. W., Kertay, L., Adamson, L. B., Holland, C. L., & Clance, P. R. (1993).
Measuring the imposter phenomenon: A comparison of Clance's IP Scale and
Harvey's IP Scale. Journal of Personality Assessment, 60(1), 48-59.
Kananifar, Nafiseh & Seghatoleslam, Tahereh & Atashpour, Seyed & Hoseini, Mehrdad &
Habil, Mohamad & Danaee, Mahmoud. (2015). The Relationships between Imposter
Phenomenon and Mental Health in Isfahan Universities Students. International Medical
Journal (1994). Vol. 22. pp. 144 - 146.

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Kolligian, J., Jr., & Sternberg, R. J. (1991). Perceived Fraudulence in young adults: Is there
an „Imposter Syndrome‟?. Journal of Personality Assessment, 56(2), 308- 326.
Kumar, S., & Jagacinski, C. M. (2006). Imposters have goals too: The imposter
phenomenon and its relationship to achievement goal theory. Personality and
Individual Differences, 40(1), 147-157.
Mak, K. L., Kleitman, S., & Abbott, M. J. (2019). Imposter Phenomenon Measurement Scales: A
Systematic Review. Frontiers in Psychology Volume 10, 1-15.

Maqsood, H., Shakeel, H. A., Hussain, H., Khan, A. R., Ali, B., Ishaq, A., & Shah, S. A. (2018).
The descriptive study of imposter syndrome in medical students. International Journal of
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https://www.merriam-webster.com/

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https://www.reed.edu/psychology/pluralisticignorance/index.html

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24
 ANNEXES

Annex A: Dummy Table

Table 5. Class-wise Distribution based on severity of Imposter Syndrome

Normal Mild Moderate Severe Very Severe
Class
No. % No. % No. % No. % No. %

First Year

Second Year

Third Year

25
Annex B: Sample Form of Questionnaires
Student Name: _________________________________ Date: ________________

Year Level: ______________

26
27
 Scoring the Imposter Test
The Imposter Test was developed to help individuals determine whether they have IP
characteristics and, if so, to what extent they are suffering.

After taking the Imposter Test, add together the numbers of the responses to each statement. If
the total score is 40 or less, the respondent has few Imposter characteristics; if the score is
between 41 and 60, the respondent has moderate IP experiences; a score between 61 and 80
means the respondent frequently has Imposter feelings; and a score higher than 80 means the
respondent often has intense IP experiences. The higher the score, the more frequently and
seriously the Imposter Phenomenon interferes in a person’s life.

28
Annex C: Letter of Informed Consent

CAGAYAN STATE UNIVER SITY

CARIG CAMPUS
COLLEGE OF MEDICINE AND SURGERY

Dear Respondents,

Good day!

We, the Second Year Medical Students enrolled in Health Research, are conducting a
research entitle, “The Prevalence of Imposter Syndrome Among Medical Students in Cagayan
State University, Carig Campus, College of Medicine”

In this connection, may we ask for your paramount participants to answer the questions
we’ve prepared for us to realize the objectives of our research. Rest assured, the pieces of
information collection will be treated with utmost confidentiality.

Thank you and more power!

Respectively yours,

Acebedo, Kathryn C.
Galapia, Eva Angeli Q.
Hernandez, Shaquill D.
Marquez, Ricky Dann S.
Santos, Ruth Anne Sharmaine L.
Tupaz, Edsel P.
Uy, Joanna Faye L.

Noted and Approved by:

Marilyn Martinez, MD
Research Instructor

29
Annex D: Proponent’s Biodata

Kathryn C. Acebedo, RPh

#20 Quirino St., Centro 1
Aparri, Cagayan, 3515
Philippines
(+63) 967-321-7746  kathrynacebedo@gmail.com

EDUCATIONAL BACKGROUND

2012 – 2017 Saint Louis University, Baguio City

Bachelor of Science in Pharmacy

2008 – 2012 Saint Paul School of Aparri

High School Diploma

PERSONAL BACKGROUND

Age: 24 years old

Date of Birth: January 21, 1996
Birthplace: Aparri, Cagayan
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Nationality: Filipino
Father’s Name: Danilo R. Acebedo
Occupation: Government Employee
Mother’s Name: Teresita C. Acebedo
Occupation: None

CLINICAL TRAINING
BAGUIO GENERAL HOSPITAL AND MEDICAL CENTER
BGHMC Compound, Bagiuo City
July – August 2016

I, the undersigned applicant hereby certifies and declare that all of the above information is true
and correct with the best of my knowledge and belief.

__________________________________
KATHRYN C. ACEBEDO

30
Eva Angeli Q. Galapia, RPm
#10 Maharlika Highway, Nagrangtayan,
Sanchez Mira, Cagayan, 3518
Philippines
(+63) 939-280-4726  ea.galapia@gmail.com

EDUCATIONAL BACKGROUND

2011 – 2015 Far Eastern University

Bachelor of Science in Psychology

2006 – 2010 Sanchez Mira National High School

High School Diploma

PERSONAL BACKGROUND

Age: 25 years old

Date of Birth: April 07, 1994
Birthplace: Manila
Sex: Female
Civil Status: Single
Religion: Protestant
Nationality: Filipino
Father’s Name: Jonathan Carlo Y. Galapia
Occupation: Deceased
Mother’s Name: Carol Q. Galapia
Occupation: Councilor

CLINICAL TRAINING
None.

I, the undersigned applicant hereby certifies and declare that all of the above information is true
and correct with the best of my knowledge and belief.

__________________________________
EVA ANGELI Q. GALAPIA

31
Shaquill D. Hernandez, RMT
St. Anthony Street, Centro San Antonio,
City of Ilagan, Isabela, 3300
Philippines
(+63) 936-834-0603

EDUCATIONAL BACKGROUND

2011 – 2015 Cagayan State University

Bachelor of Science in Medical Technology

2007 – 2011 Isabela National High School

High School Diploma

PERSONAL BACKGROUND

Age: 24 years old

Date of Birth: August 04, 1995
Birthplace: Ilagan
Sex: Male
Civil Status: Single
Religion: Catholic
Nationality: Filipino
Father’s Name: Constatino P. Hernandez
Occupation: Farmer
Mother’s Name: Jocelyn D. Hernandez
Occupation: -

CLINICAL TRAINING

November 2014- April 2015 Cagayan Valley Medical Center

Clinical Internship

I, the undersigned applicant hereby certifies and declare that all of the above information is true
and correct with the best of my knowledge and belief.

__________________________________
SHAQUILL D. HERNANDEZ

32
Ricky Dann S. Marquez, RMT
Purok 4, Calinaoan Centro
Santo Tomas, Isabela, 3327
Philippines
(+63) 927-871-5351  erdiemarquez@gmail.com

EDUCATIONAL BACKGROUND

2011 – 2016 Cagayan State University – Andrews Campus

Bachelor of Science in Medical Technology

2007 – 2011 Northern Isabela Academy, Inc.

High School Diploma

PERSONAL BACKGROUND

Age: 24 years old

Date of Birth: December 14, 1995
Birthplace: Delfin Albano, Isabela
Sex: Male
Civil Status: Single
Religion: Church of Christ
Nationality: Filipino
Father’s Name: Ronelio G. Marquez
Occupation: Teacher
Mother’s Name: Elizabeth S. Marquez
Occupation: Teacher

CLINICAL TRAINING

November 2015 – April 2016 East Avenue Medical Center

Clinical Internship

I, the undersigned applicant hereby certifies and declare that all of the above information is true
and correct with the best of my knowledge and belief.

__________________________________
RICKY DANN S. MARQUEZ

33
Ruth Anne Sharmaine L. Santos, RMT
Lot 17 Block 5 Golden Harvest Subdivision, Yale Street
Carig Sur, Tuguegarao City
Philippines
(+63) 917-617-5878  theruthanne@gmail.com

EDUCATIONAL BACKGROUND

2014 – 2016 Arellano University

Bachelor of Science in Medical Technology

2011 – 2014 Far Eastern University

Bachelor of Science in Medical Technology

2007 – 2011 Centro de Cultura, Incorporada

High School Diploma

FEBRUARY 2017 MEDICAL TECHNOLOGY LICENSURE EXAM PASSER

PERSONAL BACKGROUND

Age: 24 years old

Date of Birth: July 22, 1995
Birthplace: Cauayan City, Isabela
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Nationality: Filipino
Father’s Name: Manuel R. Santos
Occupation: Government Employer
Mother’s Name: Susan L. Santos
Occupation: Government Employee

34
CLINICAL TRAINING

EAST AVENUE MEDICAL CENTER

East Avenue, Diliman, Quezon City, 1100 Metro Manila
June 1, 2015 – November 30, 2015

BULACAN MEDICAL CENTER

Bulacan Medical Center, Malolos City, 3300 Bulacan
December 1, 2015 – May 31, 2016

PROSER HEALTH SERVICES, INC.

The Medical City – Clinics, SM Sta. Mesa, Aurora Blvd, Quezon City, 1008 Metro Manila
October 10, 2017 – August 5, 2018

I, the undersigned applicant hereby certifies and declare that all of the above information is true
and correct with the best of my knowledge and belief.

__________________________________
RUTH ANNE SHARMAINE L. SANTOS

35
Edsel P. Tupaz
Lot 19, Block 7, Annapolis Street, Golden Harvest Subdivision,
Carig Sur, Tuguegarao City, Cagayan
Philippines
(+63) 915-952-1199  eptupaz@up.edu.ph

EDUCATIONAL BACKGROUND

2014 – 2018 University of the Philippines Baguio

Bachelor of Science in Biology

2010 – 2014 Regional Science High School Cagayan Valley Campus

High School Diploma

PERSONAL BACKGROUND

Age: 22 years old

Date of Birth: December 8, 1997
Birthplace: Cauayan City, Isabela
Sex: Male
Civil Status: Single
Religion: Roman Catholic
Nationality: Filipino
Father’s Name: Jun B. Tupaz
Occupation: Farmer
Mother’s Name: Rose P. Tupaz
Occupation: Teacher

CLINICAL TRAINING
None.

I, the undersigned applicant hereby certifies and declare that all of the above information is true
and correct with the best of my knowledge and belief.

__________________________________
EDSEL P. TUPAZ

36
Joanna Faye L. Uy, RPh
Purok 4, Barangay Ugad,
Tumauini, Isabela
Philippines
(+63) 21-244-2737  uy_joannafaye@yahoo.com

EDUCATIONAL BACKGROUND

2013 – 2017 University of Saint Louis, Tuguegarao City

Bachelor of Science in Pharmacy

2009 – 2013 Regional Science High School

High School

2003 – 2009 Tumauini North Central School

Elementary School

AUGUST 2017 PHARMACY LICENSURE EXAM PASSER

PERSONAL BACKGROUND

Age: 23 years old

Date of Birth: September 10, 1996
Birthplace: Ilagan, Isabela
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Nationality: Filipino
Father’s Name: Bonifacio C. Uy, Jr.
Occupation: Businessman
Mother’s Name: Beatriz L. Uy
Occupation: Housewife

37
CLINICAL TRAINING

RODAMEL DRUGSTORE, CARIG BRANCH

Carig Sur, Tuguegarao City, Cagayan
Community Internship

CAGAYAN VALLEY MEDICAL CENTER

Carig Sur, Tuguegarao City, Cagayan
Hospital Internship

EURASIA CORPORATION
San Jose, Nueva Ecija
Manufacturing Internship

FORMOSO DRUGSTORE
Tumauini, Isabela
Major Internship

I, the undersigned applicant hereby certifies and declare that all of the above information is true
and correct with the best of my knowledge and belief.

__________________________________
JOANNA FAYE L. UY

38