Imposter syndrome and its association with personality traits among medical, dental, and allied health undergraduates in urban Bengaluru: A cross-sectional study

This study investigated the prevalence of imposter syndrome and its correlation with personality traits among medical, dental and allied health undergraduate students in urban Bengaluru, India. A cross-sectional survey was conducted among 3 rd - and 4 th -year medical, dental and allied health students aged 18 years or older in a single institution in urban Bengaluru. Data collection relied on validated self-reported instruments: the Clance Imposter Phenomenon Scale (CIPS) measured Imposter Syndrome, and the Big Five Inventory (BFI) assessed personality traits. Statistical analyses, including descriptive statistics, Chi-square tests, Spearman rank correlation tests and multivariate analysis of variance, were employed to characterize the sample and identify significant relationships. Data were collected from 378 respondents; 347 participated and passed data cleaning. Three were excluded for being in early academic years, and 28 reported preexisting mental health conditions. About 50.7% of participants experienced moderate-to-high levels of imposter syndrome. Year of study ( P = 0.423) and background (discipline) ( P = 0.24) did not demonstrate statistically significant associations with imposter syndrome levels. Fourth-year MBBS students had the highest prevalence (32%), followed by 3 rd -year MBBS students (25.7%), for imposter syndrome. High rates (ranging from 33.3% to 44.8%) were observed amongst 3 rd -year students across all disciplines for imposter syndrome. Multivariate analyses further revealed a weak positive correlation between imposter syndrome and the personality trait of openness ( P = 0.252). Certain personality traits may predispose individuals to experience Imposter Syndrome, underscoring the need for targeted interventions and systemic changes within medical, dental, and allied health education institutions to address this issue effectively. Learner well-being and self-regulation, recognition of cognitive and emotional influences on performance, constructive feedback engagement, and professional growth within health-care education systems.