Background
Impostor syndrome and burnout are highly prevalent among medical students and trainees, significantly impacting their mental health and professional development. The advent of online educational interventions provides a promising solution, offering accessibility and flexibility to tackle these issues. This systematic review aims to evaluate the effectiveness of online educational interventions in alleviating impostor syndrome and burnout among medical learners.
Methods
A comprehensive literature search was conducted across PubMed, Cochrane Library, Embase, Scopus and PsycInfo, identifying relevant studies published up to March 2024. Studies focusing on online interventions targeting impostor syndrome and burnout among medical students, residents, and fellows were included, and their quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI).
Results
Among the screened studies, six met our inclusion criteria, comprising four randomized controlled trials, one qualitative study, and one mixed-methods study. Their mean MERSQI score was 14.67 (SD 1.23), indicating a high methodological quality. The interventions adopted in these studies varied, including group coaching sessions, workshops, and provision of educational resources. Notably, two randomized trials demonstrated significant reductions in impostor syndrome symptoms after online interventions, compared with the control groups. On the other hand, results for burnout outcomes were equivocal, with some studies reporting improved emotional exhaustion scores and decreased burnout risk, while others found no significant differences.
Conclusions
Current evidence suggests that structured online educational interventions, particularly those incorporating coaching and cognitive reframing strategies, can effectively reduce impostor syndrome among medical trainees. However, the impact on burnout remains inconclusive. Further research is needed to optimize online program components and implementation strategies to comprehensively address both impostor syndrome and burnout in this population.
The effectiveness of online educational interventions on impostor syndrome and burnout among medical trainees: a systematic review. BMC Med Educ. 2024 Nov 22;24(1):1349.
DOI: 10.1186/s12909-024-06340-y
García Dieguez M. Comment on how online education can help improve students and residents afraid of failure [Internet]. Pan American Health Organization. Bibliographic Repository. Cited on 05/23/2025. Available at: https://campus.paho.org/en/repo/effectiveness-online-educational-interventions-impostor-syndrome-and-burnout-among-medical
García Dieguez M.
CEEProS Universidad Nacional del Sur
This article offers a well-structured systematic review of impostor syndrome (IS)—perhaps more accurately translated in Spanish as “fear of being a fraud”—defined as a psychological phenomenon characterized by a persistent perception of incompetence or lack of self-worth despite objective evidence of success.
The review explores its management through online educational interventions. In a context where the psychological well-being of medical students and residents is constantly threatened by academic and cultural pressures within the medical field, this work opens a valuable discussion on how health professions education can integrate effective strategies to mitigate these risks. It is particularly relevant reading for educators, curriculum planners, and student support program coordinators.
In healthcare settings, where perfectionism and continuous assessment are the norm, IS is especially relevant due to its association with emotional distress, low professional self-esteem, job dissatisfaction, and even suicidal ideation.
The review includes six studies published between 2018 and 2023, with a high average methodological quality assessed using the MERSQI tool (mean score: 14.67 out of 18). The protocol was preregistered, and the methodology followed PRISMA guidelines. However, most studies relied on self-assessment measures, which may introduce perception bias and limit the robustness of the findings.
The interventions examined included group coaching, synchronous workshops, asynchronous resources, and other virtual support formats. The most effective interventions incorporated cognitive restructuring strategies and peer support mechanisms. Two randomized controlled trials (RCTs) demonstrated significant reductions in IS symptoms, particularly with group coaching interventions. By contrast, findings related to burnout were less consistent: while some studies reported improvements in the emotional exhaustion subscale, others found no significant differences in global burnout measures.
Several methodological limitations are worth noting: the small number of included studies, the heterogeneity of interventions, and the absence of disaggregated analyses by gender, training stage, or other contextual variables. These limitations constrain the generalizability of the results and the formulation of universal recommendations. Nevertheless, the article represents a valuable contribution that synthesizes available evidence and outlines future directions.
- Coaching and cognitive restructuring: Structured online interventions can be effective tools for reducing IS among medical students and residents.
- Gender-specific personalization: Consider approaches tailored to gender-specific needs, as IS disproportionately affects women in medicine.
- Burnout and exhaustion: There is insufficient evidence to make definitive recommendations.
- Future research: Design multicenter and longitudinal studies to verify outcomes, evaluate sustainability, and assess long-term effectiveness.